Acknowledgements
The authors and editorial team would like to thank the many dedicated instructors who took the time to
review World Class. Their feedback was invaluable during the development of this program.

Use cause and effect to explain Analyze how you
handle peer pressure
a decision you'd make

Moral Dilemma
(excerpt):

Strategy:
Showing cause and effect

Pronunciation:
Thought groups

Describe a time weather
impacted your life

Which weather story is false?

Sinking England

Present an activity

Alain Robert, "The French
Spiderman"

Strategy: Include
figurative language

Write about important qualities

Strategy: Writing a timed essay Strategy: Speaking from an
outline

The first half of each unit leads students through guided
and communicative practice to master target structures.
Clearly stated Unit Outcomes provide a
roadmap of learning for the student.
Stunning images and thought-provoking
questions encourage learners to think
critically about the unit theme.

Relevant, high frequency vocabulary

is practiced in contextualized exercises.

Pronunciation boxes offer support

and tips as well as cross reference
to full explanation and practice
in the appendix.

The Grammar section allows learners
to refine their grammar skills and practice
the grammar through first controlled and
then open-ended activities.

Listening activities encourage
learners to listen for and consolidate key
information, reinforcing the language, and
allowing learners to personalize and think
critically about the information they hear.

The Connections section allows learners
to synthesize the vocabulary and grammar
they have learned through personalized
communication.

The second half of the unit focuses on skill-building and communication. The
strands build on one another with a final communicative task before Expanding
Your Fluency. For this reason, the order of strands may vary from unit to unit.
Learners navigate interesting and relevant
readings from National Geographic through
pre-, while-, and post-reading activities,helping
them to comprehend the main idea and key
details of the passage.

The Writing section includes writing models
to prompt learners to complete a functional
piece of writing and also serves as a
culminating activity in many units.
The Expanding Your Fluency section allows
learners to apply the language they have
learned throughout the unit in real-world
tasks and offers self-assessment checks.

:-:=::...._

..

_...

, .................
-�..,.... , ....

,,_._

..,...

___ _

Learners are encouraged to perform Speaking
tasks in pairs and groups. Where appropriate,
strategies are provided to ensure students'
successful communication.
The Video section brings the world into the
classroom with authentic clips, including
news stories, PSAs, and National Geographic
documentaries.

Describe the most typical person at your school. Do you fit the description of the "most typical
person"? Why or why not? Tell a partner.
The typical person in this school is between 19 and 22 years old, has dark hair ...
ambitious needing exceptional effort and resources
to be carried out successfully; the desire to achieve
something exceptional
average the normal amount or quality for a group of
things or people
come up with to suggest or think of an idea or plan

_________

J average - year, - day,
, - income, above/below -

,,

B

determine to find out or to confirm certain information
set out to start trying to do something
statistics numerical facts that are gathered through
analyzing information
trait a particular characteristic a person has
typical showing the most usual characteristics of a
person or thing •---- ·- --{;;,ical - day, - student,
\ : pattern, - behavior

---�-------

'

On our planet of seven billion people, who is the most typical human? In an ambitious effort,
scientists set out to list the traits of the most typical human being. Guess what they found.
According to statistics, the average person ...
1. speaks
2. is
3. is

C

Spanish I English I Chinese I French.
male I female.
under 20 I 21-30 I over 30.

4. has I doesn't have
a cell phone.
5. has I doesn't have
a bank account.
6. lives
in a big city I in a small suburb I in the country.

To determine what the average human being on Earth looks like, scientists then collected photos of
190,000 of the world's most typical people. After combining the photos electronically, the scientists
came up with a face that looked like one of the photos on the unit opener. In pairs, discuss: Which
photo is it?
How similar are you to the world's most typical
person? Explain your answer with examples.

A
••

6)

What do we know about Dan's living situation? Match each sentence (1-4) with an e xplanation (a-c).
Use the chart to help you. Explain your answers t o a partner.

1. Dan lived in Europe for two years.
2. Dan was living in Europe at the time.

a. Dan lives in Europe now.
b. Dan doesn't live in Europe anymore.
c. Dan may or may not live in Europe now.

3. Dan has lived in Europe since 2010.
4. Dan has been living in Europe for two years.

TIP Use for(+ a wiQ.d of time) and since(+ a specific
_.... QQio.1 in time) with the perfect tenses to de scribe "time
up to now." Use for (but not since) with the simple past
te nse for a time period that has come to an end.

r- --

Review of Past Tenses

We graduated together.
simple past: Use for actions completed in the past at a specific
time (sometimes inferred ). Use time expressions like a year ago,
He worked there for a year.
earlier today, last summer; and the other day
w�working allday yesterd ay.-past continuous: Use for ongoing past actions that may or may
not be completed . Use with the simple past to describe what was
We were studying in college when we
I going on when the action in the simple _past occurred.
�
ed th�partm�
.
-I've worked here for a year. =
present perfect: Use for actions begun in the past and continuing
l
up to now and for actions in the past that relate to the present. Use
Have
you
ever
studied
Portuguese?
time expressions like lately, recently, up to now, during the last two
I months, and this week.
�
present perfect continuous: Use to emphasize the length of an
r Rece�tly�l've bee;:;�orking toomuch.
event. In spoken English the verb to be is almost always a contraction.
Shes, been wa1.t.mg for an hour 1. __J

JI

--

B

- -

--- - ----

I

-

...i.... -

Read about Liam. Complete e ach sentence w ith the correct past form of the
verb in parentheses.

During and after college He (1. live)
in the d orms while he
(2. attend)
back in
college. After grad uation, he (3. move)
there ever since.
with his parents for a year to save money. He (4. live)
Occupation He (5. start) _____ a small business with two other people
a year ago. Since then,
24. It (7. close)
when he (6. be)
for a large tech company.
he (8. work)
Health He never (9. smoke)
_____ in his first marathon.

in his life. Last year, he (10. run)

Relationships He (11. meet) _____ his wife two years ago. They (12. talk)
_____ about having a baby in th e next year.
Now ask your partner three questions about Liam.

Where did he live while

h;»Y:¥ct:�WA�i92:rcgg.U

Now it's your turn! In pairs, t ell each other a little bit about yourselves, using
the same categories and model language in Activity B.

Who We Are

3

generation the period of time (about thirty years) it takes
for children to grow up and have their own families

A

preserve to save or protect something for the future

Look at the illustration. Answer the questions with
a partner.
1. What do you know about your family tree? Tell your
partner two facts.
2. How did you learn that information? How has your
family history been preserved?

B

O

Listen to an advertisement for a Web site. Mark all
of the statements that are true.
New Family Tree ...

O focuses on family statistics and research.
O lets you upload photos and video.
O connects you with families all over the world.
O allows members to share and tell stories.
O enables you to share memories with your relatives.
A family tree is a diagram that shows family members
and their relationships over several generations.
Typically, the older generations are at the top of the
tree and the youngest relatives are at the bottom.

TIP Listen for words or ideas that are repeated.
Repeated information often means that it is
important and you should pay attention.

C

O

How does the site work? Listen and number
the steps in the correct order. One step is extra.

D

0

__ a . choose a question
__ b. send the question to someone

What kinds of questions can you answer
on the site? Listen again and complete the
sample questions below. Then choose one
and ask your partner about it.
1. How did you

__ c. log in

?

__ d. pay a membership fee

2. Who was your
?

__ e. write an answer to the question

3. What's your favorite

__ f. read the answer to the question

?
4. Have you ever

PRONUNCIATION Notice that the pitch of your voice
_... should drop at the end of these questions. See page 144 for
more information on intonation.
tJ

4

Unit 1

?
5. What is a memory from your childhood that
?

A

You are going to watch the video The Human Family
Tree. Complete the sentences with the correct options.
ancestors

determine

generations

setting out

Scientists are (1)
to answer some questions. On a
single street in New York City, they are collecting DNA samples
from people from all over the world including Thailand,
Ecuador, Africa, and the Caribbean. T hey are trying to use the
DNA to come up with some answers about the past. Will the
scientists be able to use the samples to trace back each person's
where they came from?
and (4)
many (3)
(2)
And will they learn anything about the "human family tree"?

••

Answer these questions with a partner.

C

Watch the video. Decide if each statement is true or false. Then,
correct the false sentences to make them true. Explain your
answers to a partner.

B

CJ
••

1. Why are the scientists doing DNA tests in New York City?
2. What do you think they will learn about the "human family tree"?

1.
2.
3.
4.
5.
6.

A key human question is: "Where are my ancestors?"
Typically, we can trace our family tree back one or two generations.
DNA testing takes us back up to twelve generations.
We each carry a kind of genetic historic document inside us.
Our ancestors adapted to different cultures.
At the genetic level, we are basically identical.

True
True
True
True
True
True

False
False
False
False
False
False

VIDEO GLOSSARY
adapt to change your ideas or behavior to suit a different situation
genetics the study of how certain characteristics (e.g., eye color, hair color.

and skin color) are passed from one generation to the next by our genes

identical exactly the same

D

Summarize the video in your own words. Use these questions to help you.
What was happening?
Who was leading the study, and why did they do it?
What did they discover?
What were people hoping to find out?

Ask

Who We Are

5

A
••

Read the title of the passage and look at the photos.
With a partner, make a list of everything you know
about Cleopatra. Then read the passage. How many
of your ideas were mentioned in the article?

TURKEY

j

/]..,r
-<<.></:

lr1e,·,n

,,,,.,.,.,

Cyrene

B

Next to each statement, write the correct letter (T, F,
or P). Underline the information in the passage that
helped you choose your answers.

6. was killed by a snake.
7. was honored by the Romans after her death.

4. was a beautiful woman.

8. is buried near the city of Alexandria.

Why are these numbers and dates important to Cleopatra's. life and the search for her? Write your
answers on another piece of paper.
69 BCE

4

18

22

44 BCE

30 BCE

D

Use the information in Exercises B and C to summarize Cleopatra's life.

E

Make a list of 4-6 ages, numbers, and dates that are important
in your life. Use them to tell a partner about "who you are."

F
•

It's time to step out of your own identity and into someone
else's. Get into a small group of 3-5 people. One person is a
TV talk show host who interviews popular celebrities. The
others are today's guests on the show; you can choose from
Cleopatra, her brother Ptolemy, Julius Caesar, and Marc
Antony. You are going to create a 2-3 minute role-play.
•

First. come up with 5-6 interesting questions to ask the show's
guests. Decide how each guest would respond. Use information
from the reading and your imaginations to help you.

•

Present your role-play to another group.

Ask
6

•

t
CYPRUS

'

2. was Greek.

C

II,;

PRESENT-DAY BOUNDARIES
SHOWN

Cleopatra ...
1

300
I

s·�t'il

Unit 1

39

20,000

1

10

The deadly snake sat in its case. "Bring
me the basket!" Cleopatra ordered her
servants. Roman soldiers were invading 1
her country, and the queen of Egypt would
rather die than live as a prisoner. Cleopatra
picked up the snake and let it bite her.
Within minutes, she was dead.

20

This story has been told for centuries. But did it
really happen? Like so much about Cleopatra, no one
knows for sure.
Teen Queen
We know little about Cleopatra, but some information
about her has survived. We know, for example, that
she was born in 69 BCE to a Greek family who ruled
Egypt for nearly three hundred years. Growing up in
Alexandria, Cleopatra studied science and math. She
also learned to speak several languages, including Greek,
Latin, and Egyptian.

30

By the time she became queen at age 18, Egyptone of the world's richest nations-was in trouble. The
Roman Empire was planning to invade. Cleopatra
was also at war with her younger brother, Ptolemy. To
stop him, Cleopatra persuaded 2 the Roman general
Julius Caesar to help her. With Caesar's help, Cleopatra
defeated3 her brother. Caesar also helped Cleopatra
preserve Egypt's independence from Rome.
The partners soon became a couple, and at age 22,
Cleopatra had a son. After Caesar's death in 44 BCE,
Cleopatra met another powerful Roman, Marc Antony.
The pair eventually had three children, and for years they
fought to stop Rome from invading Egypt. In the summer
of 30 BCE, though, Rome won. Rather than accept defeat,
Marc Antony and Cleopatra killed themselves. Cleopatra­
Egypt's last pharaoh (ruler)-was 39 years old.
Erasing the Past
After Cleopatra died, the Romans invented negative stories
about her and destroyed art with her image on it. They
didn't want Egyptians to remember their former queen.
Over time, earthquakes also destroyed buildings, and the
sea around Alexandria rose. Within a few hundred years,
most of Cleopatra's world was buried4 under water. As a
result, we know very little about how Cleopatra Jived or
exactly how she died. Although stories often describe her
as beautiful, we don't really know what she looked like.
The Search Begins
But this may be changing. Today, archaeologists; have
started searching the Mediterranean near Alexandria,
Cleopatra's home. So far, they've brought up 20,000 objects
from the sea. Many probably existed during Cleopatra's
lifetime.
On land nearby, other archaeologists have
discovered new tombs, and there are signs that someone
important may be buried there. "My dream is to find a
statue of Cleopatra;· says one explorer. So far, however,
neither search has located Cleopatra-yet.
' invading entering a country by force with an army
a persuade to cause someone to do something by giving good

reasons for doing it

3 defeat to win a victory over someone in a battle or game
4
buried under the ground and covered with earth
• archaeologists scientists who study people and societies of
the past

Who We Are

7

A
••

Read the ad. Then discuss with a partner: What does a cultural ambassador do? What
personality traits should a good cultural ambassador have?

Be a cultural ambassador in AustraJtal

Australia Cultural Exchange (ACEX) is a three-month program for people who
want to improve their English, learn about another culture, and teach others
about their own. Individuals in the program act as cultural ambassadors. As
a representative of your country, you will travel around Australia and visit
local schools. You'll talk to others about your country and customs. For more
information and to fill out your application, visit www.ACEX.au.ng.

B

You are applying for this position. Complete Sections 1-4 (not 5) of the application.

SECTION 5: PERSONAL STATEMENT
Why do you want to be a cultural ambassador? Why would you be a good one? Explain which personal traits,
education, skills, and experience you have.
C
..

8

Take turns. Tell a partner at least one thing about yourself from each of the first four sections of the
application. Then join another pair of students and introduce your partner to them.

Unit 1

Writing
Strategy

Before you write, read the information
about the school or company. What qualities
are they looking for in an applicant? Next, write down the facts
about your personal experience. Finally, write your statement
and show how your background makes you the kind of person
they are seeking. Pay attention to the use of past tenses.

A Personal Statement
A
H

Writing a Personal Statement

Read one student's personal statement
and answer the questions.

T want to be a cultural ambassador because I'm interested in learning �
t paragraph: Explain why you are applying.
more about Australia. I also want to teach others about my country, \.,::._______________.ll!l.
Brazil. I believe that my background and experience have prepared me to
TIP Be sure to define any
participate in the ACEX program in different ways.
wor ds (e.g., capoeira) that are
To be a good cultural ambassador, a person should be
unfamiliar to your reader.
knowledgeable about his culture. I think T am. For example, I've been
studying capoeira for the last three years. Capoeira is a Brazilian art
form that combines dance and martial arts. I practice for eight hours a
week, and I love it. Once I performed for a group of tourists. After the
performance, they asked many questions about capoeira and Brazil. I
enjoyed telling them about both in English.
I've always liked learning about other cultures, too. I majored in
English, and I also speak some Spanish. I have never traveled outside
Brazil, but I've met many people from all over the world here in Sao
Paulo. I believe this experience has also prepared me to participate in
this program.
I am ready to set out on a big adventure-to be a cultural
ambassador in Australia. I think it's important to learn about other
countries' customs and to share your own with the rest of the world.
I hope that you will consider my application!

---�����������������--

1. Did the applicant answer both questions
asked in Section 5 of the application on
2. Would he be a good cultural ambas
Why or why not?
B

Now write your own personal statement.
• Reread Sections 1-4 of your application on page
What information is important to include in your
• Look back at your list of traits in Exercise A on page11.
ones describe you? Include them in your statement.

Imagine that you work for the ACEX program. You are going to inter view people who have applied
to be cultural ambassadors in Australia. Read the questions below. Then look back at the application
on page 8 and write six additional interview questions on a separate piece of paper. Remember: you
want to learn about the applicant's background , education, skills, and activities in as much detail as
you can. You also want to know why the person wants to be a cultural ambassador.
1. Tell me a little about yourself.Where are
you from? Have you ever lived or traveled
anywhere else?
2. What are your hobbies? How long have
you been [doing that hobby]? Why did you
decide to do it?

B
•

Work in pairs. One of you will interview
the other, using your questions from
Exercise A. Take notes on your partner's
responses. Use the expressions in the
Speaking Strategy to help you.

Tell me more about ...
Why did you decide to .. .
What did you learn from ...
Why is __ important to you?
Have you ever ...

Speaking
Strategy

Responding to questions It's common to get nervous in an interview,
especially when you're asked a difficult question. To give yourself a little
time to prepare your answer, try these strategies.Just don't overuse them!
Complimenting the interviewer for asking the question

(That's a) good I great question.
I'm glad you asked (me) that (question).
Showing your experience with the question
Actually, I've been asked that question several times. I People ask me that question a lot.
That's interesting.I've never been asked that before.
Repeating the question
Interviewer: Have you ever traveled outside your country?
Interviewee: Have I ever traveled outside my country? Well, no I haven't, but ...

Before You Play

•

•

Work in a group of four. Complete the questions on the game board.

•

Take ten small pieces of paper. Write

T (true) on five pieces and F (false) on the other five. Shuffle the

papers and place them face down in a deck.
•

Put your markers on START.

Playing the Game
•

Flip a coin. Heads= move one square. Tails= move two squares. Read the question on that square.
•

Turn over a piece of paper; don' t show your group. If the paper says
If it says

T, answer the question truthfully.

F, make up an answer. Return the paper to the bottom of the deck.

•

Each person will ask you one follow-up question to determine if you are telling the truth.

•

Finally, each person guesses if it's the truth or not. If most people guess correctly, you stay where you are. If
most people guess incorrectly, you move forward one space. The first player to reach FINISH is the winner!

-+

10. Have you
ever (be)
out of the country?

I

1

1 3. Have you ever
(meet)
a
famous person?
Who?

8. Have you
ever (buy)
anything expensive?

7. What (do)
you do on
your last day off?

6. How many times + 5. What were
have you (move)
you (do)
in your life? between 6:00
and 8:00 p.m. last
night?

1 . When was the
last time you (eat)
something
you didn't like?

2. Have you ever
(visit)
relatives in another
city?

+

� 9. When was
the last time you
(get)
angry?
1,

'

START-+

FINISH

12. What book are
you reading now
and how long have
you (read)
it?

11 . What were you
(think)
about when you
(wake)
up
this morning?

i'!•
!,

:

-+ 3. Who were you

next to
(sit)
in class yesterday?

� 4. How long
have you (study)
English?

.-

Rank how well y ou can perform these outcomes on a scale of 1-5
(5 being the best).
____ use past tenses to ask and answer questions about memorable life events
____ summarize the key outcomes of a study
____ explain and evaluate qualifications
____ handle challenging questions

Who We Are

!:

A

••

When was the last time you went on vacation? Where did you go? What did you do?

B

Read the descriptions of these vacation places. Then answer the questions with a partner.
1. What is each place known for") What can you do at each?
2. Which place would you most like to visit? Rank each place in order of preference. Explain your answers.
diverse varied or different
accessible easy to reach or get into
adventurous willing to take risks and get away to go away on vacation
luxurious comfortable and expensive
have new experiences
breathtaking very beautiful or amazing picturesque attractive, especially in an
old-fashioned way
charm the quality of being pleasant
remotP far away
and attractive
spot place; location ...
convenience ease; suitability
destination the place you' re going to ., tranquil calm and peaceful

-WII

PRONUNCIATION Notice how a suffix
affects the stress in a word: luxury + luxurious;
picture+ picturesque. See page 145 for more
information on suffixes and stress.

French Alps •

What do you notice about many
of the words that follow
luxurious?- accommodations,
- home,- hotel,- resort, - spa
What other words come

before spot? vacation-

What other words come before
destination? Add one more.
final-. tourist-, ultimate-

Kalalau Valley (Hawaii) llillThis valley is accessible only by
boat (when the seas are tran quil
in summer) or by way of the
18-kilometer Kalalau Trail. The
remote valley is known for its steep
cliffs and diverse selection of plant
and animal life. It's a great place to
get away from it all.

Antigua, Guatemala llillThis colorful city is famous for its old
Spanish architecture and traditional
crafts. Tourists come to Antigua for
its charm �md convenience-it's
the perfect spot for starting your
exploration of the rest of the country
after you finish sightseeing in the city.

Think about a popular vacation spot that you know well. Tell
a partner about this vacation spot using the vocabulary from
this page. Be sure to explain what the destination is known
for and what one can do there.
14

-

Grand Lake is a popular vacation destination.
I like it because it's accessible ...

Last summer I went overseas to study English.
It was great to experience
life in
a small town.
..
At first, it was too hard to communicate in English.
Learning the language was essential.
The small town is famou� for skiing in the winter
�
and hiking in the summer.
I look forward to goinf!_ back next ye�r!

Read about these two events happening
around the world. Complete the sentences
with the gerund or infinitive form of the
verb in parentheses.
Last summer , I went to Italy with a friend (1.attend)
___ the Venice International Art Exhibition.It was
art from all over the world in such
wonderful (2.see)
a beautiful atmosphere.And while (3. visit)
different .tt��-exhibits is entertaining, you couldn't do it all day long. There was
a lot to see! On days when we were too exhausted (4. continue)
---, my friend and I would take a break. We were able to get
some delicious Italian cuisine too. Yum!
away (5. enjoy)
I've been interested in samba (6. dance) ___ for a long time. so (7. visit) ___ Rio
de Janeiro on National Samba Day sounds like a lot of fun. First you dance in the central
train station. If you're planning on (8. dance)
some more. get on a "party train."
You may think the train is too crowded (9. enjoy)
yourself, but there's live music
and everyone has a great time! The train's destination is the suburban neighborhood of
Oswaldo Cruz. People go there (10. hear)
free concerts.
Now write about a place you visited recently. Complete these sentences first and use them as the
basis for a more complete description. Then tell a partner about your trip.
I went to Place to ...
It's known for ...
. . .was the best part of our trip.

J
It was too Ad ective to ...while we were there.
It was great to ...
I plan on ...

The World

Awaits

15

t
A

How much do you know about China's capital city Beijing?
Choose your answers.
1.

B

O

What does the name Beijing mean?
a. Eternal City
b. Northern Capital

c. City of Knowl�dge

2.

The Forbidden Ci ty (pictured) is a popular tourist destination.
What was it originally?
c. a palace
a. a market place b. a large cemetery

3.

What is the nickname of the stadium built for the 2008
Summer Olympic Games?
c. Bird's Nest
a. Power Palace
b. Golden Egg

Listen to a walking tour of Beijing. There are eight stops on�� :;;
On the map, w rite each location next to (a) in each box.
i,:�

O

Listen again and take notes on any interesting facts or things you can do in each p lace.
Write your notes next to (b) in each box.

Make your own abbreviations or symbols for these
places: bridge, building, hotel, library, museum, plaza.
What other places might be part of a walking tour?

TIP When you have to write information quickly, such
as when you take notes, it helps to use abbreviations or
symbols. For example: bookstore bkst W

C

-

1•1

Il r��
(b)

Using your notes, take turns telling a partner about each place on the walking tour. Say what each

place is and give at least one fact about i t. Which p lace would you be most interested to visit?
Unit 2

'"'-.....

A

You are going to make your own walking tour. Follow the steps below.
1. Which places in your city or area would be interesting for tourists to visit? List as many
neighborhoods, streets, or areas as you can.
2. Work with a partner. Compare your ideas in step 1. Together, choose one neighborhood
or area to feature in your walking tour.

••

3. What things can people do and see in this area? With your partner, think of eight ideas
and create a chart using the categories below.
A walking tour of:

••
•

Cultural Sites

Food

Shopping

Act1v1ties

4. Choose six places from step 3. On a separate piece of paper, you should each draw a map
of the area. Number each place 1-6, but do not write each place's name. Make sure you
each have your own copy of the map.
5. On another piece of paper, create your walking tour. Make
notes for yourselves about the places on the tour, including one
interesting fact about each location. Work together, but make sure
you each have your own copy of the tour.

TIP Using adjectives can make each place on your tour sound more
_..,.. interesting. Think of adjectives you can use to describe each place.

B

Now work with a new partner. Role-play the
walking tour. Then switch r oles and r epeat.

Tourist: Listen to your partner's walking tour. Label
each destination ( 1-6) on the map. Note any interesting
facts that your partner tells you about each place.
I recommend visiting the Nine Streets neighborhood in
Amsterdam. Shopping is an adventure here: you can find
everything from luxurious shops to simple bakeries. Our
first stop is a little shop that is famous for its delicious
tea. It's a small place. always busy, but full of charm and
never too crowded to visit. Step inside to learn all about
tea-making in Holland. You might be interested to know
that ...

•

A
••

You are going to read an interview with singer Jason Mraz. First,
read the interview questions below. With a partner, scan each of
Mraz's responses on p. 19. Then write the letter of the question in
the box beside each response. (One of the questions is extra.)
A What has really surprised you in
your travels?
B Are there places you haven't been
to yet that you want to visit?
C How do your travel experiences
influence your music?

D Tell us about your book of

Polaroid® travel photography.
E Is there more to say about
your writing?
F What style of traveler are you?

B

Read the interview. Then read the statements below. Which ones apply to Jason Mraz?
1. O I plan everything before I go anywhere.
2. D I like to wander (walk around without a specific purpose).
3. D I think people everywhere are more alike than they are different.
4. D I like to write down my experiences.
5. D I have a new camera so I take as many photos as possible.
6. D You need to go far away to have interesting experiences.

C
••

Why is each place significant for Jason? With a partner,
discuss at least one reason for each location.
Paris

D

New York

San Diego

Japan

Antarctica

Find a word or expression ...
1.
2.
3.
4.
5.
6.
7.
8.
9.

in paragraph 1 that means well-known buildings or sites.
in paragraph 1 that means to finally arrive somewhere after a while. _________
in paragraph 1 that means to hurry _________
in paragraph 1 that means done in a sudden or unplanned way _________
in paragraph 2 that means shy and nervous. _________
in paragraph 2 that means a person who doesn't belong to a group. _________
in paragraph 3 that means choose very carefully; not easy to please. _________
in paragraph 4 that means a way of seeing or thinking about something. _________
in paragraph 5 that means being alone. _________

Ask
Answer ) Look back at the statements in Exercise B. Which ones are true for you?

� What are some of your favorite travel memories?

18

Unit 2

by Keith Bellows

D

A spontaneous one, with little preparation. I pack
light. I don't feel a need to rush through all the major
landmarks. Like, if I go to Paris, I might just take a walk,
with no map or tourist site in mind, and end up in a
neighborhood coffee shop. I guess I'm a traveler who
likes to think he's not traveling. That's how I ended up
in San Diego. I traveled there and found this great coffee
shop that I love to make music in and I ended up staying.
I've lived there for twelve years now.
010 I'm constantly surprised that no matter where I go, people
are similar, just trying to make it. 2 We're all quiet and shy
in an elevator with other people. Before I ever traveled to
Japan I thought maybe it would be like another planet.
But when I got there I realized, oh, these are just humans
over here doing the same human thing, perhaps with
different resources. It made me feel less timid about going
places and more able to just walk through a village in, say,
Ghana-or anywhere else in the world-looking like an
obvious outsider. I'm comfortable with that.
20 I often keep a travel journal. I'll just sit on the steps
somewhere and write. A journal that I bought is the
best souvenir. It allows me to relive my memories of
places around the world. At one point I started to travel
with a Polaroid3 600 instant camera. I could just snap a
picture4 and put it right in with my journal entry. With
a Polaroid, you never know what you'll get. Because
Polaroid film is so rare and slightly expensive, I became
very particular about what I shot. With a digital camera
I might take a hundred pictures in a matter of minutes,
1

D

D

30 but with a Polaroid, I wait to find a scene I really want
to shoot. I look for scenes with depth, like a long line of
lampposts. I love looking up in the trees and at buildings.
When you're comfortable with a place, you forget to look
up. New Yorkers never look up. Only the tourists do.
Sometimes on my blog I write from a traveler's
perspective. There are people who never leave their home
state that rely on travel writing to help them experience
more of the world. Knowing that, I also encourage people
to explore places
40 near their own
communities.
I grew up in
Mechanicsville,
Virginia, for
example, which is
rich with history.
Every time I go
home, I do something I missed growing up, such as
visiting a historic battlefield. 5
so I've always wanted to take a cruise to Antarctica to see
that continent. That would be just a brilliant trip for
nature, solitude, and for writing in the journal. To really
see the world, you should visit all seven continents, and
that is the only one I have not been to.

I guess I'm a traveler
who likes to think
he's not traveling.

D

1 troubadour a traveling musician
â&#x20AC;˘ make it to be successful (in life) or survive something difficult
' Polaroid a type of camera (and film) that develops photos instantly
"snap a picture take a photo
â&#x20AC;˘ battlefield a place where a fight between armies has occurred

The World Awaits

19

g
A

� ---

---

------------------�------� '

bucket list

Read the note in the box about a bucket list. Then create your

:

'-

a list of personal goals or things you want
to do or accomplish in your life

--------- -- ------ -----

own list on a separate sheet of paper using these categories. Write at least one goal for each category.
Travel

..

Hobbies and Interests

Education and Career

Personal Life

I want to learn to sing... and I really want to visit Egypt and see the pyramids.

••B

Work with a partner to get advice on your bucket list. Follow the steps below .
Then switch roles and repeat the activity.

Speaking
Strategy

Making Suggestions I
Giving Advice

Student 1: Tell your partner a little about
your goals. Explain how you plan to
accomplish each one.

One/Another thing you
could do is (infinitive) ..
WhaVHow about (gerund) ... ?
Have you thought about (gerund) ... ?
You talked about (gerund) ... ?

Thanks. That's a good idea.
OK, I'll give it a try/shot.
That makes sense.

partner gives you. You can accept or

Questioning Advice

question the advice.

Student 1: Take notes on the advice your

I thought about doing that, but ...
One problem with that is ...

Refusing Advice
I'm not sure that would work for me.

..
C

••

Repeat Exercise B with two new partners .

D

Share your findings with the class or in a small group.

Jla

Answer the questions .
1. What was the best advice you got? Why was it
good advice?
2. Which of your classmates' goals did you
think was the most interesting?

A

f
1

You are going to watch a video about a street in
Barcelona called Las Ramblas. First, listen to the audio
(without watching) and think about these questions:
1. What do you think the street looks like? Describe it in as
much detail as you can.
2. How do the speakers feel about Las Ramblas?

B

Discuss your answers to the questions with a partner.
Then watch the video and check your answers.

C

What do the four speakers say about Barcelona and Las Ramblas? Watch the video again and match
each speaker with a statement (a-f). For some speakers, more than one answer is possible.
a.
b.
c.
d.
e.
f.

In some ways, performing outside is better than in the theater.
There's diverse theater and music from all over the world here.
There's something happening at any time of day.
My life improved when I moved here from my country.
If you want to have fun, this is the best street ... maybe in the whole world.
The action is out on the streets.
1.

2.

3.

4.

D What did each speaker say that made you choose your answers in Exercise C? Watch the video

1.9

again and list the key words and phrases you hear from each speaker on a separate sheet of
paper. Then compare answers with a partner.
Would you like to visit Las Ramblas? Why or why not?

The World Awaits

21

A Descriptive Paragraph
A

Read the blog post. Then complete the steps that follow.

Abram Recommends: Las

'tiles and

mosaics
decorative
ceramics
• seedy dirty,
unsafe

Ra���I[f

Las Ramblas is an interesting area in Barcelona that
attracts thousands of visitors every day. A number of
things make Las Ramblas a favorite of both tourists
and locals. The wide streets, for example, are lined
with trees and picturesque buildings that are hundreds
of years old. In many places, the ground is decorated
with colorful tiles and mosaics. 1 Las Ramblas is also
known for its lively and festive atmosphere. Diverse
groups of performers from all over the world fill the
streets. Day and night, the area is alive with people
singing and dancing and artists selling their goods.
And finally, near Las Ramblas is one of Barcelona's
largest produce markets: La Boqueria. It's the perfect place to pick up a snack.
Las Ramblas has something for everyone, but the streets can be crowded with tourists, particularly in the
summer. Parts of Las Ramblas can also be a bit seedy2 at night. Although it's best to avoid this area after dark,
overall Las Ramblas is a safe and entertaining area of the city. I highly recommend it!
1. Complete the statements below with information from the reading.

Things in Las Ramblas you can ...
see
hear

lots of people. picturesque buildings

taste
touch

••

2. Which adjectives does the writer use to describe Las Ramblas? Circle them in the paragraph. Which ones are
positive? Which have a negative meaning? Compare your answers with a partner.

B

Read the information in the Writing Strategy. Then complete the steps that follow.
1. Think of an interesting place in a city .or town you know well (a street, restaurant, beach, or other location).
2. Write statements like those in Exercise A with information about your place. Also list relevant adjectives.
3. Use your notes to write a blog ent� of your place on a separate piece of paper.

Writing
Strategy

Create a Mental Image When you describe something, it's important to show and not just tell
your reader information. For example, don't just say a place is beautiful or interesting; explain
what makes it that way. You can help your reader visualize something by doing the following:

1. Use adjectives and descriptive phrases. OK: There are many trees and old buildings in Las Ramblas. Better: The

wide streets are lined with trees and picturesque buildings that are hundreds of years old.

2. Describe something in more detail with an extra sentence or two. Las Ramblas is also known for its lively and

festive atmosphere. Diverse groups of performers from all over the world fill the streets.

C

•

22

Exchange papers with another student. Does your partner's writing follow the Writing Strategy?

Unit 2

A

What kind of traveler are you? Mark the activities in 1-7 that apply to you. Then answer question 8.
When I'm on vacation, I want to ...

1.
2.
3.
4.
5.

6.
7.

D
D
D
D
D
D
D

get away from the city and relax in a tranquil spot.
sleep late and read.
spend some time at a luxurious spa.
go sightseeing every day.
study or learn something.
do a lot of shopping.

Work with a partner.
Tourist: You are on vacation in an exotic city. You need help setting your itinerary for the next two days. Ask
the concierge* of your hotel for advice on what to see and do in the area. Use your information from Activity
A to get you started. Respond to the concierge's advice by accepting, questioning, or refusing.
Hotel Concierge: You are a concierge. One of your guests needs help planning an itinerary for the
next two days.Ask about his or her interests. Suggest places to visit and things to do in the area.
Describe in detail each place you mention.

C

••

Change roles and repeat Activity B .
Good afternoon. May I help you?

-------- -··-- - --

Yes. I'm visiting for a couple of days and I'm looking for things to see and do ...

Rank how well you can perform these outcomes on a scale of 1-5
(5 being the best).
____ use descriptive language effectively
____ use gerund and infinitive structures to describe experiences
____ make travel recommendations
____ give, accept, and question advice

,__ I reverse the effects
I (of something), - a
decision, - the order,
run out to use something (up) completely
, Put your car in -.

eliminate to remove something entirely

in the opposite direction

entire the whole of something
generate to make or produce
project to predict

source the origin or starting place of something ------supply to g·ive an amount; provide

rely on to depend on or use
residents the people who live in a certain

sustainable long-lasting or good for
the environment

place (house, neighborhood, city, etc.)

A

I

PRONUNCIATION Notice that these two words
_.. are different. We're launching the PROjed next year.
They proJECT a 10 percent increase by 2020.
For more information on heteronyms and stress shift,
see page 146.

Read the energy statistics. Use the
word bank to help you. Did any of the
information surprise you? Why?

Oid you know?
• Hydro power could generate 20 percent of the energy that developed nations need.

• Wind power could supply forty times more energy than we consume now.

• One hour of sunlight can supply the world with enough energy for an entire year. Using solar
energy (instead of fossil fuels) could also help reverse the effects of global warming.
• Coal, the largest source of electric power today, can be mined in a third of the world's countries.
• Experts project that natural gas will produce 26 percent of the world's energy by 2020.

• Oil powers our lives, but using oil is not sustainable and experts predict it will run out in the
next century.
• Residents of France rely on nuclear power; 78 percent of the
country's electricity comes from this energy source, more
than any other nation in the world.

Which words from the list go with energy? Complete the
Word Partnership box.

C

Discuss these questions with a partner.

: consume, g ___
r__ out (of),

s

'

\

energy

: energy s____

A
•

Choose the best answer(s) for items 1-4. More than one option may be possible. Then explain your
answers t o a partner.
1. A: Do you want to see a movie? B: I can't. ____ this evening.
b. I'll study
a. I'm studying

c. I'm going to study

2. Experts think the cost of solar power __ decrease in the future.
a. is going to
b. will
3. a. I'll text you when I get a break.
4. At this time tomorrow, __ to Asia.
a. I'll travel

definite plans

b. I'll text you when I'll get a break.
b. I'll be traveling

of future Forms
--·-- Review
! I'm going to take the TOEFL next Saturday.

.---···-·· - � I'm taking the TOEFL next Saturday.
By 2040, there are going to be over 8 billion people
predictions
I on Earth.
By 2040, there will be over 8 billion people on Earth.
f I'll call you tonight after I get home. I won't forget.
promises
Within ten years, Germany will be using less oil and more
ongoing future actions
renewable sources.
B
•

Complete this quiz with an appropriate future form of the verb in parentheses. Then ask and answer
the questions with a partner.
1. Which country
(consume) the most
energy in the near future?
c. the United States
b. India
a. China
2. Which country ___ (have) the largest per
person energy consumption this year?
c. South Africa
b. Russia
a. Canada
3. What country
(continue) to generate
the most geothermal energy?
a. Iceland b. Costa Rica c. the United States

C

4. Which country
(run) 50 percent of
their cars on ethanol (fuel made from corn) in
the future?
b. Brazil
c. Japan
a. Mexico
5. Global energy demand will ___ (increase)
as the population
(increases). How
much of that increase
(come) from
the richest countries in the world?
b. 17 percent c. 27 percent
a. 7 percent

Discuss these predictions with a partner. Do you agree with the statements?
In the future ...

Fewer people will be driving gas-powered cars.
More people will rely on nuclear energy.

My country is going to be oil independent.
Your own idea:-----------

The Great Energy Challenge

27

A

••

Look at these two groups of verbs in bold. What do they mean? Discuss your ideas.
1

I'm going to reduce my work week from forty hours to thirty.
My doctor told me to cut down I cut back on desserts.

2

To be a vegetarian, you need to eliminate all red meat from your diet.
I need to eat better, but I cannot give up chocolate completely. I love it too much!

B
••

You're going to listen to the introduction to a TV program. What do you think it's about?
Tell a partner. Then listen and complete the sentence in your own words.

O

The program Our Green Planet will be following everyday people as they ________

C

Listen to each person. Check (-.I') the energy-saving actions that they are taking.

0

The Novak family

The Noguchi family

D use a bicycle instead of a car
for short trips
D reduce air travel
D grow their own food

D unplug all electronic appliances O carpool (to drive together
with others)
daily
D change the temperature settings D buy only locally made products
on the refrigerator
O use solar energy for heating
D hang clothes to dry
water or cooking

D
•

Look at the items in Exercise C that you didn't check. Why doesn't the family do these things?
Listen again and take notes using the pattern below. Then explain your answers to a partner.

O

The _______ family doesn't ___________ because...

Ask
•
28

The Perez family

Answer

Unit 3

) Mr. Noguchi counted the electronic appliances in his home. How many are

�( in your home? In the kitchen? In the living room? In your bedroom?

A

Read through the survey alone and underline any words you don't know. Then discuss
the survey as a class. Can your classmates explain the unfamiliar words to you?

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

B

__ Eliminate at least three chemical housecleaning products.
__ Buy only locally made or grown products.
__ Resist the urge to buy an item that you don't use often.
__ Eat a vegetarian diet one day a week.
__ Grow your own food.
__ Give up at least one processed food that you normally eat.
__ Use public transportation at least three times a week.
__ Unplug phone chargers when they are not in use.
__ Give up bottled water for tap water.
_ _ Turn off the tap when you're brushing your teeth.
__ Recycle all glass, aluminum, plastic, and paper.
_Âˇ_ Eliminate the use of plastic and paper bags
Âˇ when shopping .

Working alone, take the survey above. Write
the letter of a statement below (a, b, c, d)
next to each item in the energy diet survey.
a. I do this already.
b. I'll try to do this in the next month.

C

Chicago waterfront

c. I'm going to do this someday in the future.
d. I can't do this. It seems impossible.

Compare your answers with a partner. How similar or different are you?
Look at your band c answers in the energy diet survey. Complete these sentences and talk about
your personal energy diet plan.
Starting this weekend, one change I'll make is----------------------After I make my first change, I'll ____________________________
When I get discouraged about sti cking to my energy diet. I'm going to _______________

The Great Energy Challenge

29

A
â&#x20AC;˘

Take the quiz and compare ideas with a partner.
Then scan the reading to check your answers.

SOLAR ENERGY Quiz
1. The sun generates more energy than

humans can use.
2. Worldwide, most electricity is produced
using solar energy.
3. Solar energy generates a lot of pollution.
4. Solar energy can only be used in places
that get a lot of sunlight all year.

T

F

T

F

T

F
F

T

B

Why aren't we using solar power more? List some
of your ideas. Then read the passage to check
your answers.

C

Read the passage again. On a separate piece
of paper, list at least two advantages and two
disadvantages of each method of gathering solar
energy (steam generation and PV panels).

Reading
Strategy

Identifying key details The article
compares two ways of gathering
solar energy. As you read, watch for

keywords like advantage, disadvantage, drawback,
however, (al)though, and on the other hand to help
you identify key details.
D
â&#x20AC;˘

Use your answers from Exercise C to act out this
role-play.
1. Student A: Imagine that you work for a solar
energy company. You need to persuade the mayor
of your city to invest more money in solar power.
Give two or three reasons why this is a good idea.
Student B: Listen to your partner's argument and
ask at least two questions about the disadvantages.
Did your partner convince you to invest more
money?
2. Switch roles and practice again .

30

Unit 3

Our sun is the most powerful source of energy on
Earth. Worldwide, humans use about 16 terawatts 1
of energy a year. The sun produces 120,000
terawatts annually-much more than we consume.
Today, though, solar power is used very little; it
generates less than one-tenth of 1 percent (0.1%)
of the world's electricity each year.
Why don't we use solar power more? To
answer this question, it's important to understand
10 the two main ways we gather energy from the
sun. The first way is to place flat, computer-guided
mirrors in a field. The mirrors focus sunlight onto
a receiver on a tower and this produces steam.
The steam is then used to produce electricity. The
second way of gathering energy from the sun is to
use PV (photovoltaic) panels. The panels collect
sunlight and convert 2 it into electricity. Most
people have seen PV panels on buildings; small
ones are also on some handheld calculators.
20
Both ways of gathering solar energy have
their advantages. Unlike oil or coal, solar power

generates "clean" energy that produces very little
pollution. However, the steam-generation method 3
is more efficient than the PV panel method because
it converts more sunlight into electricity. The steam
generation method requires a lot of open space,
though (for example, a big field). Long cables are also
needed to transmit4 the power from an open space to
the city, which can be expensive. PV panels, on the
30 other hand, can easily be placed on rooftops where
the power is needed. There is no extra cost to transmit
the energy in this way.
Both methods have a similar disadvantage: they
are unable to produce enough energy when it's cloudy
or dark. Engineers are working on this problem. For
now, though, people who use PV panels as their main
source of energy must rely on batteries at night or
when the weather is bad.
One of solar energy's biggest drawbacks is
40 cost. PV panels are still very expensive to buy. In
some places, though, people are earning their money

back. Wolfgang Schniirer lives in Freiburg, Germany.
He powers his home using solar energy. In the winter,
the panels on the roof of Schniirer's apartment do not
produce enough energy. But on a sunny day in May, the
panels can generate more energy than he and his family
consume. W hen this h_appens, Schniirer can sell the extra
power back to the energy company in his city. In 2008,
he made 2,500 euros ($3,700) from the extra power his
so solar panels generated.
Despite the challenges, solar energy use is
increasing worldwide. In Germany, Japan, and the
United States, governments are trying to make solar
power more affordable for everyone. And as people find
that they can save money-and even make moneyÂ­
using solar power, the number of countries using this
energy source will surely grow.
â&#x20AC;˘ terawatt a measurement of electrical power
2 convert change
3

method a way of doing something

â&#x20AC;˘transmit send from one place to another place

The Great Energy Challenge

31

A

â&#x20AC;˘â&#x20AC;˘

In this video, you are going to meet Lauren, a Greenpeace activist.
Read about Greenpeace below. Have you ever heard of it?

Greenpeace is the largest environmental organization in the world.
It works to protect our oceans and forests and stop global warming.
Greenpeace activists (people who work to achieve social or political
change) sometimes take the initiative in effecting changes instead of
working with political leaders, even to the extent of breaking the law.
B

c:J
C
CJ

VIDEO GLOSSARY
impact a strong effect
contribute to be one of the causes

of something
injustice a lack of fairness in

a situation
roadblock a situation or condition

that prevents further progress; an
obstacle

Watch the video once through with the sound off. What energy issue is the video about?
Then watch the video with the sound on and check your ideas.

Watch and answer these questions by completing each blank with the correct word.

What is the problem? (1) ___ (2)
energy is something the United States has
been (3)
for way too long.
(4)
What does Lauren think is a basic human right? Having (5)

(6) ___

What has the plant been doing? (7) ___ a significant amount of (8) ___ to the community
What does the community want to do? They want to (9) ___ the coal plant (1O) ___ (11) ___

D

Watch again and answer these questions. If an answer isn't given, write "NM" ("not mentioned").

D

1. What is Lauren deeply concerned about?

3. What does Lauren say the plant is a roadblock to?

2. How does Lauren feel about the plant?

4. According to Lauren, what can people do to stop the plant?

E

Discuss these questions with a partner.

1. Do you think it's sometimes all right to get people to make changes without involving the proper authorities?
2. Lauren says, "Sometimes we need to be leaders ourselves." Do you agree with this statement?
3. Lauren is protesting at the plant in Bridgeport. Connecticut. What other things could people in that
community do to shut down the plant?

A Rersuasive Paragraph
A
•

Read the paragraph. Then answer the
questions with a partner.

Everyone wants to save energy and protect the environment. Now
you can do both by using CFL bulbs instead of regular bulbs in your
home, classroom, or office. How will this help? For one thing, according
to National Geographic's Lightbulb Buying Guide, CFL bulbs use almost
75% less energy than regular bulbs. When we use less energy to light a room,
we generate less C0 2 • This helps the environment. In addition, because CFL bulbs
use less energy, you'll save a lot of money on your electric bill over time. So remember:
a regular bulb will light your home. However, a CFL bulb will help you save energy,
spend less on electricity, and improve the environment.
You can make a difference!
TIP The writer uses specific facts to support
•lliflil•.his point. He cites his source by using the words
1. What is the main goal of this paragraph?

according to.

a. to compare two similar things
b. to explain why you should do something

c. to describe the pros and cons of something
2. What two benefits are discussed in the paragraph? Which words introduce these ideas7

B

C

Read the Writing Strategy. What do you notice
about the words that follow instead of, rather
than, and by?
You want to encourage people to change
something they are doing now. Use the
structures in the Writing Strategy and the
information below. Write each sentence in
two ways.
You waste energy when you ...

Writing
Strategy

Being persuasive To encourage people
to do one thing instead of another, you
can use structures like these:

1. Instead of I Rather than using regular light bulbs,
use CFL bulbs. You'll save energy.
2. By using CFL bulbs instead of I rather than (using)
regular bulbs, you'll save energy.

You save energy when you ...

1. drive everywhere.

ride a bike.

2. throw away paper and plastic.

recycle paper and plastic.

3. drink bottled water.

drink filtered water.

4. always keep all electronics plugged in.

unplug electronics when you're not using them.

5. Your idea: _____

Your idea: _____

Instead of driving. ride a bike sometimes. I By riding a bike sometimes instead of driving, you.II save energy.
The Great Energy Challenge

33

D

Cho ose a sentence from Exercise C(1-5).
On a separate pi ece of paper, write a
paragraph that expla ins the change and

E

gives two re asons w hy pe ople shou ld do it.

Does the paragraph ...

Everyone wants to save energy and protect
the environment. Now you can do both ...

1. clearly state what change people should make?

Exchange papers w ith an other student.

3. convince readers to change their behavior?

Re ad your partn er's writing and answ er

2. give two reasons to make the change, using for one
thing and in addition?

qu esti ons 1-3 in the Writing Checklist.

A

W ork with a partner. You are go ing t o cre ate a public servic e ann ouncement* about saving en ergy.
Cho ose an ide a from Exercise Con page 33 or thin k of your own . Then do the f o llowing:
Design a public service announcement that is 45-60 seconds long. It should ...
•
•
•

explain what change people should make.
give 2-3 reasons why people should make the change.
be interesting and make your viewers want to make the change.

For ideas, reread the paragraph and information in the Writing Strategy box
on page 33 again.

B

Do your presentati ons .
Presenters: Present your public service announcement to the class.
Viewers: Take notes on each pair's public service announcement.
Answer these questions briefly:
1. What change do they want you to make?
2. What reasons did they give for making the chan�?

3.

C

Did they convince you to make a
Why or why not?

Compare your notes in Exercise B
with a partner. In your o pinion,
was the best? Why?

*A public service announcement is an ad
people about an important issue.

34

change?

Unit 3

A
â&#x20AC;˘

We can add the suffixes -ion 1-tion / -sion to some verbs to form nouns. Complete the chart with the
noun or verb form of each word. Use your dictionary to help you. Then say the words with a partner.

Verb
1. consume

Noun

2.

conversion

3. eliminate
4. generate

5.

B

â&#x20AC;˘

Verb
6. prevent

I

I

Noun

7.

production

8.

projection

9. reduce
10.

pollution

transmission

Use the correct words from the chart to complete the sentences. Check answers with a partner.
1. How is the air quality in your city? Is there a lot of
2. Should we completely

or is the air clean?

cars in cities and encourage people to walk and bike only?

3. What things can you do to cut down on energy
each month so that you pay less?

and

your electric bill

4. Which sources _____ the most energy today? Are there any energy sources we should stop
using? Why?

C

Think about your answers to the questions in Exercise B. Then do the following with a partner.
1. Take turns. Choose one of the questions.
2. _Answer the question by talking for one minute without stopping, and you get a point.
3. Repeat steps 1 and 2 for a total of ten minutes. Continue until there are no more questions or the ten
minutes are up.
4. The winner is the person with the most points at the end.

Rank how well you can perform these outcomes on a scale of 1-5
(5 being the best).
____ refine your use of future tenses
____ identify the pros and cons of an issue
____ express an opinion and give examples to support it
____ persuade an audience to make a change

The Great Energy Challenge

35

irLanguage.com

A

Your friend is a musician who wants to become famous. What w ould you tell him or her to do? Think
of two or three ideas with a partner and then share them with the class.

audience a group of people watching a performance
commercial related to the buying and selling of
goods and services
convince to persuade someone (to do something)
emerge to come out and be recognized or noticed
hard-core very committed (to something)
' commercial - success,
, - development, - use
,..... -- -----,

_

B

------__

inspired (by) encouraged (by) or motivated (by)
launch to start
mainstream most typical or conventional
make an appearance to come out in public
- performance singing, dancing, or acting for
an audience I'

( Which of the following -ance words are
'---------' formed from verbs? From adjectives? assistance,
1
brilliance, disturbance, entrance, importance

Read this profile of Esmee Denters and answer the
questions below with a partner.
This is the story of a 17-year-old Dutch teenager with a
webcam and a dream. Esmee Denters loved to sing and her
friends loved her voice. They convinced her to launch her
own YouTube channel. Inspired by her friends' support, Esmee
started recording videos. And they were soon a hit. Within nine
months, her videos had 21 million views, and, just like any celebrity,
she had hard-core fans. Esmee had definitely arrived on the scene.
Her big commercial break came when singer Justin Timberlake
contacted her. They wrote several songs together. Esmee put out an album
and even made an appearance on The Oprah Winfrey Show. The webcam
singer was soon giving performances for audiences of 70,000 people. Unbelievably,
with almost no attention from the mainstream media, the pancake waitress from the
suburbs had emerged as a star!

C

â&#x20AC;˘

1. Who convinced her to launch a YouTube channel?

3. Where did she make an appearance?

2. When did her big commercial break happen?

4. What is her relationship to the mainstream media?

Think of a singer that you like, but don't tell your partner his or her name. Your partner will ask you
questions about your choice to guess your singer.
She sang the official song for the 2010 World Cup.

A

Complete these sentences with to, for, or - (nothing).
1. They made me ___ practice every day.
3. They advised us
take the offer.

common verb groups including 9 persuade verbs (advise, cause, convince), • want verbs
(expect, need), • believe verbs (consider; recognize), and e plan verbs (arrange). Group
'
make.
e verbs are have,-let,- -and
-------· She advised me to take the job.
infinitive
O Verb + object+----She expects me to apply
• Verb + (object) + infinitive
I need to find a job.
e Verb+ object+ infinitive of be We consider him to be the best singer.
t e Verb +...for+ obj�ct-:;:-�finitive
------ They arranged for me to have an interview.
His music makes me feel happy.
0 Verb + object+ base form
-·...
,
Group 9: the object is required.
Group 9: the object is optional.
Groupe: follows the pattern verb+ object+ infinitive, and the infinitive is usually to be.
Group 8: follows the pattern verb+ for+ object+ infinitive.
Groupe: follows the same basic pattern, but requires the base form of the verb rather than
full infinitive.
the
I

---

-- - -

B
H

__

;,

Read this story about Bree. The structure verb+ (object) + infinitive appears nine times. Seven of
them contain errors. Find and correct the err ors. Compare your a nswers with a partner.
Just Acting or the Real Thing? This is the story of Bree, who became an Internet celebrity. To her
hard-core fans, she was a young girl who posted videos from her bedroom about her lite as a teenager. Her
fans (1) wanted to hear from her frequently. They (2) expected her post videos four or five times a week. They
posted notes to her and (3) advised to her to share more about her life.
The reality, however, was quite different: a man named Ramesh Flinders produced Bree's videos. He
(4) arranged to an actress to play the part of 15-year-old Bree. Jessica Rose, a 19-year-old actress, had a paid
job pretending to be Bree. The fans didn't know a thing. They simply (5) considered Bree to have a normal
teenage girl.
After four months, a newspaper reporter discovered the secret. The producers (6) had Jessica to tell the
truth in one of her videos. They (7) planned Bree's story to continue, but it was too late. The news of the fake
story (8) caused viewers to stop watching.
Why did Mr. Flinders (9) let everyone to believe that Bree was a real person? And why did Jessica do it?
What do you think?
What do you think of Bree's story? Use the verbs in the chart to discuss her story with a partner.

I don't think it was OK to let the audience believe her story. That's dishonest.
The World's a Stage

39

A What do you know ab out salsa? Do you like it? Discuss in pairs .

••

Salsa Music: Quick Facts
• a merging of musical styles from Cuba, Puerto Rico, Mexico, and South A
• the name "salsa" was created in New York City in the 1960s
• Colombian salsa, Cuban salsa, and other styles have emerged over the

ye!r:s

audition a short performance given by a person to
demonstrate suitability for a show
promote to encourage the popularity or sale of something
realize to understand something, sometimes suddenly
TIP As you listen, notice how the word into is used to express
interest in casual speech. I was into skateboarding. (I was
interested in skateboarding and enjoyed doing it.) I finally got
into salsa music. (I became interested in and started enjoying
salsa music.)

B

0

c
0

Listen and choose the correct answer(s).
1. What was Carlos interested in at first?
a. rock music
b. salsa music
2. Who has Carlos played music with?
a. Ben
b. his brother

c. his friends

3. Why does he like salsa'
a. It's energetic.

c. It makes him happy.

b. It's easy to dance to.

4. How is his band different?
a. They play covers.
b. They write their own music.

c. They play an older kind of salsa.

5. Who inspires Carlos?
a. his brother

c. his fans

b. his record company

Listen again and put these events in order.
a. Carlos formed a band.
--

b. Ben quit the school band.
c. Carlos studied music.

D

••
40

d. Carlos made an album.
e. Carlos played in small bars.
f. Carlos sang in his friend's band.

Use the information in Exercises Band C to summarize Caries's story in pairs .

Ask

\..Ans��(

Unit 4

What kind of music are you into? What's popular now?

Read this information about fundraising. Look up any words you don't
know in your dictionary.
Fundraising is a way for schools and other organizations to raise money for a
particular purpose. for example, a charity. A common way to fund-raise is to
hold a benefit (a sporting event I a performance I a movie screening) and
tickets for the event. The money earned from the ticket sales is given to the
school or organization.
You are planning a benefit to raise money for your school.
You need to organize an event. With a partner, answer the
questions on a separate piece of paper.
Event type What type of benefit event will you have?
Entertainment You need a famous person or group to come to your event.,
Who will you invite? What do you want him I her I them to do at your even
Venue Where will you have the event? Who will arrange for the space?
Schedule When will you hold the event?
Publicity How will you promote the event?
Event goals How many people do you expect to attend? How much money
do you expect to earn from this event?

â&#x20AC;˘

C

D

Share your ideas with the class. Take notes on what your classmates say.
We are going to have ___N_a_em ___ make an appearance at our benefit
because ...
We are going to let people know about the event by ______
We will promote ticket sales by ______
We expect ______ people to attend.
by the end of the event.
We hope to raise

a benefit movie screening

Which fundraising plan is most likely to succeed? Vote to choose the best idea for a fundraiser.
a benefit dance
performance

1

A

••

Look at the photos and read the title of the article,
the captions, and the quote. What do you think the
reading is going to be about? Complete the sentence
below with a partner.
This story is about ______ who lives in
_____ _ and wants to _______

B

C

Scan the article. Which of these things has Assane done? Mark
your answers.
O written songs about his life experiences
O experienced difficulties in his life

O worked at the same job for all of his life
O written about pop culture

D lived in different places

D shared his creativity with others

Read the article. As you read, look for these place names. Why does I did
Assane go to each one? On a separate piece of paper, write about each place.
1. Dakar
2. Toubab Dialaw

D
••

\..�-

3. the Great Rock
4. Chez Las

With a partner, look at this sentence from the fourth paragraph. How are the underlined
words similar? What is Assane trying to emphasize?
It has always existed here, because of our pain and our hardships and our suffering.

E
••

How does Assane feel about these things? What does he say about them? Discuss your
answers with a partner.
1. hip-hop music (first paragraph)
2. the life of a village fisherman
3. his town

4.
5.
6.
7.

his relatives
making a record
rap music (third paragraph)
money

10

20

Assane N'Diaye, 19, loves hip-hop music. Before he
left his Senegalese village to work as a DJ in Dakar, he
was a fisherman, just like his father, like his father's
father before him. Tall, lean, with a muscular build and
a handsome face, Assane became a popular DJ, but the
equipment he used was borrowed, and when his friend
took it back, he returned to his village of Toubab Dialaw.
The village is located about 25 miles (40 kilometers)
south of Dakar-marked by a huge boulder, perhaps
40 feet (12 meters) high-facing the Atlantic Ocean.
In the shadow of this Great Rock, Assane has built
a small restaurant, Chez Las, decorated with hundreds
of seashells. It is where he lives his hip-hop dream. At
night, he and his brother and cousin sit by the Great
Rock and face the sea. They write rap songs about their
difficult lives as village fishermen, and about being poor,
watching their town get crowded with rich Dakarians
and even richer French. And they write about their
relatives who leave in the morning and never return,
losing their lives in the dangerous seas.
Their dream, of course, is to make a record. They
have-their own demo, 1 their own logo,2 and their own

rap group name, Salam T. D. (which stands for Toubab
Dialaw). But rap music represents a bigger dream: a
better life. "We want money to help our parents;' Assane
says over dinner. "We watch our mothers boil water to
cook and have nothing to put in the pot:'
He fingers3 his food lightly. "Rap doesn't belong to
American culture;' he says. "It belongs here. It has always
30 existed here, because of our pain and our hardships and
our suffering:â&#x20AC;˘
After a dinner of chicken and rice, Assane says
something in Wolof4 to the others. Silently and carefully,
they take every bit of the leftover dinner-the half-eaten
bread, rice, pieces of chicken, the chicken bones-and
dump them into a plastic bag to give to the children in
the village. They silently rise from the table, walk outside,
and head out to the darkened village, holding on to that
bag as though it held money.

Rap doesn't belong to
American culture. It
belongs here. It has
always existed here.
1 demo a brief recording illustrating the abilities of a musician
2 logo a special design used by a company or group
3
fingers touches
â&#x20AC;˘ Wolof one of many recognized regional languages of Senegal

The World's a Stage

43

encounter to meet
enthusiasm a feeling of energetic interest in something
A

&:

You are going to watch a video about larla 6 Lionaird,
.
.
. â&#x20AC;˘ .
a singer from Ireland. First, read these defin1t1 ons. What
else do you know about Ireland? Discuss with a partner.

,,,----------Âˇ-----,
f Sean-nos traditional

-

1 "old style" Irish singing
that combines oral
history and song
1 Gaelic a language
spoken in parts 01
', Scotland and Ireland

l

I
l

B Look at this list of events in larla's life. Then, watch
[S] the video . As you watch, put the events in the order
in which thev haooened.
a. started school
-- b. joined the Afro-Celt Sound System
-- (. started singing traditional music for
audiences worldwide
-- d. was encouraged to sing by his teacher
C

O

e. became frustrated
f. learned to sing traditional Irish music
with his family
g. quit singing

Read what larla and the narrator said. Pay attention to the underlined
words. Watch the video again and match the sentence to its meaning.
--

a.
b.
c.
d.
e.

1. It was almost as if there was-there were kind of shoes (and) they
were waiting for me to put my feet into it.
2. I felt a little bit like a museum piece, really.
3. That was like the coldest breakfast you ever had to eat.
4. Frustrated, despairing, larla found himself on a dead-end street.
5. He quit singing entirely until fortune revealed a path.
6. I suppose it just shook me to the foundations, you know.

It seemed that my music was old-fashioned and no one cared about it.
He was stuck and he didn't know what to do next.
Everyone was expecting me to carry on the singing tradition.
The experience had a strong impact on me.
It was something unpleasant that I experienced.
Luckily, he realized what to do next.

West Cork, Ireland

What do you think is the
definition of success for larla,

A Profile
A

Use the time expressions in the box to complete the profile.
as an adult

from an early age

in those days

larla was born into a family of singers in West Cork,
Ireland. (1) In those days, his family were known
Sean-n6s performers. (2)
to sing. (3)

, larla was encouraged

(

up to that point

today

TIP Time expressions like these help your
_... reader identify key events in a person's life.

, larla was living in the capital city of

Dublin. The Sean-nos style was not so popular there. (4)

, !aria had only performed traditional music.

He felt lost. He wrote a letter to Real World Records, asking for an audition. His heartfelt letter and his music
convinced them to give him a contract. At Real World Records, he met the Afro-Celt Sound System and joined
their band. He learned a new style of music, but never forgot his roots. (5)
larla tours the world and is
loved by audiences. He inspires me because he's an excellent singer who stayed true to his roots, but he also
was not afraid to try something new.

B

Follow the Writing Strategy and paraphrase each sentence below on a separate piece of paper.

Writing
Strategy
1.
2.
3.
4.

Paraphrasing To paraphrase something means to express the same meaning by using different
(your own) words. T his is an important strategy when using information from a source (such as a
book or Web site) in your own writing. Follow these steps to paraphrase:

Read the information and make sure you understand it.
Rewrite the main ideas using your own words.
Reread the original to make sure your version has not changed the basic meaning.
Put in quotation marks any phrases that you take directly from the original.

1. Singer Esmee Denters launched her own YouTube channel, and soon it became a big hit.
Esmee Denters started to post her music online. Soon she had a big audience for her videos.
2. Her big break came when singer Justin T imberlake contacted her.
3. In time , with almost no attention from the mainstream media, she emerged as a star!
4. Today, she gives performances to audiences of 70,000 people or more worldwide.
Write a profile of a musician or other perso n that y ou like, using Exercise A as a model.
1. Choose a person-what qualities make him or her special or interesting? Make notes.
2 What are some important events in the person's life? Make a timeline and list time expressions you can use.
3. How has the person inspired or impacted you? Make notes for your conclusion.
4. What are the best places to find information about this person? List three sources.
5. Use your notes and timeline to write a profile. Be sure to paraphrase the information you find from your sources.
Exchange papers with another student. Read y our partne r's writing. Does it use time expressions well
to describe major events in the person's life? Does it give y ou a clear idea o f who the person is?
The World's a Stage

45

A

Answer these questions about Assane N'Diaye,
the undiscovered musician who was featured in
the reading on page 43.
1. What's his life like?
2. Who are the important people in his life?
3. What's his dream?

B

Imagine that Assane has just been discovered by a

JI

talent scout who works for Global Rhythms Corporatio
(GRC), a recording company. They want Assane to sign

a,

contract and leave his village in Africa. Follow these steps:
•

Read the terms of the GRC contract below. Make sure you understand th

•

Discuss the terms of the contract with a partner. What do you·think of it?
What parts of the contract might be difficult for Assane to fulfill?

•

Use the expressions in the Speaking Strategy to discuss the pros and cons of the contract.
•

Assane will sign a five-year contract. GRC will arrange for Assane to live alone in an apartment in London
for six months. (Assane will need to leave his family behind.)

•

Assane will produce one or two albums per year. A producer wjll have final say in which songs get chosen
for the album.

•

Assane will perform and promote his music 150 days a year in cities around the world.

•

Sixty percent of Assane's earnings will go to GRC. Assane will use the remaining 40% to cover his living
expenses while performing on the road.

•

Assane will be given a new stage name ("MC Cube") and a new style of dress.

Speaking
Strategy

Giving the pros (plus sides} and cons
(downsides} of something

On the one hand ... I On the other hand ...
A(n) (dis)advantage of this contract is .. .
One major I minor benefit of signing is ..
One big I small drawback to signing is ..
The best I worst part is ...

c

J:

D

Ill
46

The best part is Assane
gets to move to London!
/

-

-

Yeah, but a major drawback is he has
.)
to go
imse It sounds so lonely.
_t:'.'.
:
\.
,.{

You are g oing t o role-play a conversation between Assane and his possible future manager at GRC.
Student A: You are Assane. You want to sign the contract, but there are some parts of it you don't like.
For the cons in the contract, suggest other ideas.
Student B: You work for GRC. You want Assane to sign the contract. Listen to Assane's questions
and decide what to do.
I'm excited about living in London, but I
don't want to leave my brother behind. Can
Now do your role-play f or another p air. When y ou
he come with me for the first six months?
are finished, listen to their role-play.
Unit4

A

Read these things you can do to start conversations with people you don't know very well. Which
one of these things have you tried before? Which ones are new for you?
1. Talk about popular music, TV shows, movies, or other shared cultural experiences: I saw the first movie, but
not the sequel. How was it?
2. Talk about recent events in the news: The traffic was terrible today Did you hear about the accident?
3. Make a comment about something the person is wearing: I love the design on your scarf Where did you get it?
4. Ask follow-up questions: Are you studying music (or film) at Tokyo University? How do you like it there?

B

JI&

Imagine that you are at a party with many famous singers, dancers, actors, and other creative people.
Follow the steps below.
1. Take the role of a famous creative person whom you know something about.
2. You are going to meet five different people at a party. Stand up and move around the classroom.
Find a partner, introduce yourself, and make small talk for two minutes .
3. Try to use at least one of the strategies in Exercise A with each person you meet.

I'm not into comedy films, but this movie is special. I saw the
first movie in the series, but not the s uel. How was it?

TIP You can use these expressions
_..,.to end your conversation. (It's been)
nice talking to you. Thanks. You too.

The sequel was much better. I'm a hard-core fan now!
I can't wait to see it. What exactly did you like about it?

____ use infinitives to complement
certain types of verbs
____ state the pros and cons
of making a decision
____ use time expressions to
order life events
____ paraphrase information
from other sources

Ask

Answer ) Who was the most interesting
( person you met at the party?
Was it always easy to start a conversation?
Why or why not?

collapse to fall down suddenly

ordeal a very difficult, stressful situation

encourage to give someone confidence or hope

panic to feel very anxious or afraid all of a sudden

handle to deal with a problem or situation successfully

rescue to save someone from a dangerous situation

injure to damage a part of a person's body

trapped unable to escape from a place or situation
because something is stopping you

intense very great or extreme

n. handle a job I a problem I a situation

handle the pressure I the responsibility

A
••

Look at the photos and read only the titles of the two
adj. difficult I easy I hard to handle
articles below. What do you think happened to these
people? Use a sentence or two to describe each story to a partner.

B

Read the two news articles and choose the correct option for each item.

Pilot lands plane; everyone safe

Shortly after Flight 1549 took off from New
York, it lost power in both engines. The plane,
flying over 3,000 feet (914 meters) in the air,
was in danger of crashing. Luckily, the pilot
landed safely in the Hudson River nearby.
All 155 people were (1) trapped I rescued
from the water and no one was seriously
(2) injured I rescued. After the (3) ordeal I
inh!rY, survivors say that the pilot stayed
calm and C4) encouraged I handled the
situation perfectly.

C

Now cover up the articles with a piece of paper. Choose one
and explain it to your partner. Use the questions to help you.
•

•

What happened?

Ask
Answer

�

50

Chilean miners reach the surface

After the mine they were working in
(5) collapsed I rescued, thirty-three men were
(6) encouraged I trapped for over ten weeks.
During this time, they suffered (7) intense I
trapped heat, a lack of food and water, and long
periods of time in total darkness. One miner
recalls times when he would get scared and
start to (8) handle I panic. But whenever that
happened, the others (9) injured I encouraged
him. The men kept telling each other: "Hang in
there! Help is coming!" And finally it did.

How do you handle scary or stressful situations-are you calm or do you start
to panic? Explain with an example.

Adverbial Clauses
Adverbial clauses explain when, why, where, or in what way something happened. Adverbial clauses begin with a
connecting word. When the clause starts a sentence, it is followed by a comma.
Time: after. since, whenever. as soon I After the mine collapsed, the men were trapped.
as, until, while, before, when
The men were trapped after the mine collapsed
--- t---- -- ---- ---Reason: because, since
I Because the mine collapsed, the men were trapped.
-r----- - ---Contrast: although, (even) though
Even
though
it
was
hard,
they
survived
----- -- -- for weeks.
Purpose: so (that)
They
closed
the
mine
so
(that)
an
accident
doesn't
happen again
,
Before, after. during, since, and until can I Before the collapse, the men heard a sound.
also be followed by a�n �rase.
1 �urin� the �pse,�e � was inju':d._ --------�

----

--

--

A

Tom broke his leg in a snowboarding accident. He is explaining what happened. On a separate piece
of paper, combine the two sentences into a single one using the correct connecting word.
1. I went snowboarding on a difficult run. I knew it was risky.(so that, until, even though)
I went snowboarding on a difficult run even though I knew it was risky.I
Even though I knew it was risky, I went snowboarding on a difficult run.
risky dangerous

risk-taker an adventurous person,

2. I crashed. I was coming down the mountain. (while, whenever. since)
unafraid of taking chances
3. I knew I was injured. I tried to stand up.(so that, as soon as, until)
4. I tried to walk. The pain was intense. (after. though, because)
5. My friend drove me to the hospital. I could see a doctor. (although, so that, while)
6. I can' t snowboard. My leg is fully healed. (so that, whenever. until)
7. -It's going to take time to get better. I was injured seriously. (although, since, so that)
8. I'm going to go snowboarding again. I feel better. (as soon as, even though, while)
B

•

C
H

Answer these questions with a partner. Use the information in Exercise A.
What mistake did Tom make?
2. When did he crash?
3. When did he know he was
injured?
1

4. Why did his friend drive him to
the hospital?
5. Why is it going to take time
for him to get better?
6. When can he snowboard again?

How much of a risk-taker are you? With a partner, answer each question and explain
your reasons . Use at least one connecting word from the chart in each reply.
Would you ever ...
1. parachute Uump) out of a plane even though it's dangerous?
2. sing or play music in a public place so that you could earn some extra money?
3. cut all of your hair off or dye it so that you could have a new look?

A
••

How do the situations below make you feel? Rate e ach with a number: 1 (not nervous at all),
2 (somewhat nervous), or 3 (very nervous). Then explain your answers to a partner.
__ taking an important test at school
__ giving a presentation in front of a lot of people
__ interviewing for a job

Giving a presentation in front of a lot of people
makes me very nervous since I don't do it often.

__ speaking English

client someone who pays a person or
company for a service; a customer

B

0

freeze (past: froze) to suddenly stop
and be unable to move or think

Listen to an interview with life coach* Greg Ravetti. Then correct these false statements.
1. Greg focuses on dangerous situations that cause anxiety.
2. One of Greg's clients recently gave a presentation at work.
3. She got so nervous that she panicked and started laughing.
4. In some situations, people panic because they' re worried about their appearance.
· A life coach helps people set goals and improve their lives (for example. by doing better at school or work. 1mprov1ng their appearance. etc ,.

C

O

Greg is now going to talk about three ways to calm down in a stressful situation. Read sentences 1-3.
What do you think he's going to say? Tell a partner. Then listen and complete the sentences in the
first column o f the chart.

Ways to calm down in a stressful situation
1. ________ slowly for a minute.
2. Make a simple _____
Also: Try to _ __ _ the situation ____ you're in it.
3. ______ the plan you created.

D

O

How does doing each step in Exercise C help
you feel calmer? Listen again and take notes
in the second column o f the chart.

Ask
Answer

52

Unit 5

Which of Greg's recommendations do
/ you think is the most helpful? Why?

Hello?
Hey Fatima. It's Amina.
Oh hi, Amina. What's up?
Not much. Hey, you sound upset. Are you okay?
No, I'm freaking out. You know that project for our English
class that's due tomorrow? Well I haven' t started it.
What?! Why not?
Because I thought it was due next week! What am
I going to do? This project is 50% of our grade!
Fatima, don't panic, okay? Have you done any work?
Yeah , I've got an outline.
So even though you haven' t started the project,
you have some ideas.
Yeah.
Okay, just let me think for a minute ...

l

\

/

I

1. What's Fatima's problem?

2. Is there anything positive about Fatima's situation?
3. What do you think the expression I'm freaking out means?

B

••

With a partner, finish the dialog in Exercise A by thinking of a solution to Fatima's problem.

D

You are going to create a role-play that is similar to the dialog in Exercise A.'CH�one of the
situations below and do the following:

••c

Ul

Role-play your dialog for another pair. Did they like your solution?

/

�-

1. Student A: Explain to your partner what your problem is and ask for help.

Student B: Try to calm your partner by coming up with solutions to his or her problem.
2. Practice your role-play. Be sure it includes at least three sentences with adverbial clauses.

3. Get together with another pair and role-play your entire dialog for them. Did they like your solution?

Situation 1

The problem: You failed an important test because you didn't study enough.
Why you're nervous: You have to tell your parents.You're not sure how they will

handle the news.

The good news: You' re gettin� a 9ood grade in the course so far.

The problem: You borrowed your best friend's cell phone to make a call. While you
were
talking, you accidentally dropped it on the ground and broke it.
Situation 2
Why you're nervous: The phone costs a lot of money.
The good news: Your friend has been talking about getting a new phone for a while.

Before you tell your parents about the test, maybe you can ...
No Need to Panic

53

A climber's map of Mount Everest

A
••

Complete the information about Mount Everest
with numbers from the box. Then answer
the questions with a partner.
200

60,000

8,850

1953

At 29,035 feet-(1)
meters-Mount
Everest is the highest point on Earth. In (2)
---� New Zealander Edmund Hillary and
Sherpa 1 Tenzing Norgay first reached the summit. 2
Although thousands of people from all over the
world try to reach the summit each spring, it's not
easy. Climbing Everest is risky: more than (3) ___
people have died on the mountain from snow, intense
cold, and altitude3 sickness. It's also expensive: guide
per person.
services can cost up to (4) $
'Sherpa a local Nepalese climber who guides other climbers up Everest
2summit top 3altitude height off the ground

• What are the risks and cost of climbing Mount Everest?
• Even though climbing Everest is dangerous, many people do it every year. Why do you think they do it?
B
••

Read the title and the first two paragraphs of the article. Then answer the questions in your own
words with a partner.
1. Who are Scott Fischer and Rob Hall?
2. How did Scott and Rob compete?
3. Was there any reason to worry about people climbing to the summit on May 1O?
4. What do you think is going to happen next in the story?

C

Read the rest of the article. How are these dates and times i mportant to the story? Write a sentence
or two about each on a separate piece of paper.
2:00 p.m.

May 10
D

3:00 p.m.

10:00 p.m.

May 11

Summarize the story, using your answers in Exercises Band C.

Ask

Answer ) Why do you think Rob and Scott didn't make their teams turn around
� at 2:00 p.m. on May 10? What lesson can we learn from this story?

000'09 (17) 002 (E) ES6 l (Z) OS8'8 ( l) : 'fj O l SJilMSU'Q'

54

Unit 5

MOUNT EVEREST'S

Dead iest Day

Climbing Mount Everest is dangerous business, but even
so, tourists pay enormous sums of money to take the risk.
In 1996, there were more fatalities on Mount Everest than
any other year .. . and half of those people died on just
one day.
Scott Fischer and Rob Hall made a living guiding
people up the mountain, but they didn't work together.
They each owned adventure companies, Adventure
Consultants and Mountain Madness, that allowed people
to explore Mount Everest. Scott and Rob were good
friends, but they were also rivals.' They each tried to get
their groups to the summit first, and they often competed
for clients.That May, both Scott and Rob decided that
the 10'" was the perfect day to set out for the summit.
Scott's team had twenty three people in it, and Rob's
had twenty five. There was also a. twelve-person crew
on Everest that day, making a movie about climbing the
mountain. Consequently, there were more people trying to
climb Mount Everest in May J 996 than at any other time
before. One member of the movie crew, Ed Viesturs, was
good friends with Rob and Scott and was worried about
safety with so many people climbing at the same time.
Rob's and Scott's teams set ofF early on May IO'h.
They left for the summit of Mount Everest from camp 4.
It was a beautiful day, with perfect weather. Ed was at
camp 2 and was monitoringÂˇ' the progress of the
climbers using a radio and telescope. Ed looked
through the telescope at around 2:00 p.m.
to check on the climbers. He noticed
that the groups were moving

very slowly. It is a rule on Mount Everest that at 2:00 p.m.
you are to turn around and return to camp 4 in order to
make it back before dark and avoid bad weather near the
summit. Rob and Scott each wanted their groups to reach
the top, so both groups ignored that critical rule and
continued up the mountain instead of turning around.
Suddenly, at 3:00 p.m. a massive snowstorm started.
By I 0:00 p.m. that night, people from both Rob's and
Scott's groups were trapped on the mountain in between
the summit and camp 4 because of the storm. Some of

Rob and Scott each wanted
their groups to reach the
summit, so both groups
ignored that critical rule a'.nd
continued up the mountain
instead of turning around.
the stranded climbers managed to survive the freezing
cold and were rescued from the mountain the next day.
However, on May l l 'ha few others collapsed and died in
the snow, including Scott Fischer and Rob Hall. In total,
eight people died on Mount Everest's deadliest day.
' rival a person you compete with
2 set off (for a place) to start a trip
3 monitor to follow or check something regularly

caught off guard to be surprised by someone or
something
disorientation confusion
oxygen a gas (O) in the air needed by humans to breathe

A

sea level on the ground, near the ocean
soak (something) in to look at or enjoy a place you
are in as much as you can
zombie a dead person who has come back to life

Read the information below. Then ask a partner: How do you think climbing Everest has
changed since 1996 when Rob Hall ran Adventure Consultants? Watch segment 2 of the video
to check your answer.
Adventure Consultants, originally owned by New Zealander Rob Hall, continues to guide people to the top of
Everest.Today it is run by climber Guy Cotter. In the video, he's going to lead a Canadian group (nicknamed
Team Canada) to the summit.

B

Look back at the map on p. 54. Then watch segment 3 of the video. Match a sentence stem (1-8)
with an answer (a-g). Sometimes an answer can be used more than once.
Team Canada's Everest Expedition
1. Team Canada sets out on foot to base camp ...
2. Today, Adventure Consultants uses computers and satellite phones ..
3. At base camp, the team does the Puja ceremony ...
4. For weeks, Team Canada travels back and forth between camps 1 to.4Âˇ,
5.
6.

7. The team sets off the next morning for the summit ...
8. They take some photos and look at the view ...
a. since they will need extra to survive on the mountain.
b. before daybreak.
c. because they need to adjust to the altitude.
d. after they reach the top.
e. so that they can rest.
f. before they are allowed to climb the mountain.
g. so that they can check the weather report.

c

EJ
D

Watch the video again and check your answers in Exercise B.

During the Puja ceremony,
climbers say prayers to Mother
Goddess of the Earth (the
Nepalese name for Everest).

Use the map on p. 54 and your answers in Exercise B to explain
Team Canada's Everest journey. How long was it from the start in April to the finish?

Ask
Ans':,er)
56

Unit 5

What do you think of people who climb Everest? Would you do it? Why or why not?

A

Read the information below. What problem
are people meeting to d iscuss?

Local business people, mountain
climbers, and interested parties
from around the world are debating
closing Mount Everest. Some want
to stop all climbing and cam.ping
for environmental and, above all,
safety reasons. Others say that this
will cause many people to lose their
jobs. Should Everest be closed?

JI&
B

Work in groups of four. Follow these steps and
expressions in the Speaking Strategy to help you.

Speaking
Strategy

Reaching a compromise
Making a suggestion

One option I idea would be to ...
Another (option I idea) would be to ...

1. Assign each role from the box below to one person.
2. Read the information about your part only.
3. Introduce yourself and explain your opinion.
4. On your own, think of one or two possible solutions (close
Everest completely; keep it open year round to everyone;
something in-between). Try to think of a solution everyone
can accept.

Offering_ a compromise

---=----

If you'll agree to ..., I'll agree to ...

Start the discussion. One person suggests a possible solution and explains the reasoning.
The others should then respond. Continue negotiating until you all agree on one solution.
Everest guide: You lead groups of international climbers up Mount Everest each spring. You employ nine

people. Even though some of your clients are not fully trained to make the climb, none have ever been injured.
However, you have recently almost had a couple of accidents, and you are not enjoying your work like you
used to. If Everest closes, your business will collapse.
Mountain climber: You've been training to climb Everest for a year. It's your dream to reach the top, and you

don't want the mountain to close. You've heard stories about inexperienced climbers being injured-or worse.
You think these people should not be allowed on Everest.
Environmentalist: Everest gets thousands of visitors every year. The result: water and air pollution have
increased. Climbers leave garbage on the mountain. There are also over a hundred dead bodies still on Everest.
You believe the mountain must close so that it can be cleaned up and preserved for the future.
Local Sherpa guide: You've been a mountain guide for several years. Even though you make good money

doing it, you' re very concerned about safety. Your brother was also a trained guide. Last spring, though, he
died in an avalanche* near the summit. In your opinion, something has to change.

c

Ul

Explain your group's solution to the class.

One option would be to close Everest for a year so that we can clean it ...
Âˇavalanche a large amount of snow that falls down a mountain

No Need to Panic

57

A Set of Instructions
A

If you are swimming and you see a shark, what is the first thing you should do?
a. Pretend you are dead.

B

••

b. Splash and attract attention.

c. Remain still.

Read the information. Then answer the questions below with a partner.

Surviving a Shark Attack

Last summer, I was a lifeguard at a beach near my house.
Before I started, I had to take a class. In it, I learned different
water safety skills, including how to handle the situation if a shark attacked.
Although shark attacks are rare, they are very dangerous. If you see a shark while you're in the water, you should follow
these steps. The first is to stay very still. Do not panic and start moving a lot because this will attract the shark. Also, do
not pretend you are dead and assume the shark will just go away. Dead animals attract sharks! The next thing you should
do is to get out of the water quickly and calmly. Don't splash around or attract attention. While you are moving toward the
shore, ket1p watching for the shark so that it doesn't come back and surprise you. If the shark does come and attack, then the
only thing you can do is to fight back. Hit the shark in the nose and eyes very hard. Because these are sensitive areas on the
shark's body, it might scare the animal so that you can get away safely. As soon as you're out of the water, report the shark
sighting right away. Following these steps can help you stay safe.

1. Was your guess in Exercise A correct?
2. What do the boldfaced words show the reader?
3. Close your book. Can you recall the instructions the
lifeguard gave?

C

Read the Writing Strategy. Then choose one of
the topics below to write about.
Explain how to ...
•
•
•
•
•

Make a list of steps in the process.
How is each step helpful? Then write
a paragraph or two on a separate
piece of paper.
Exchange papers with another student.
Read your partner's writing. Does it
follow the Writing Strategy?
Unit 5

Writing
Strategy

Explaining steps in a process
When you describe how to do something,
(1) identify specific steps in the process; (2) use
signal words and phrases such as first, next, then, last, when,
while, and as soon as to mark the steps. (See the boldfaced words
in Exercise B.); and (3) briefly explain why each step in the process
is helpful: The first (thing you should do) is stay very still. Do not

pa nic and start moving a lot because t his wil l attract the shark.

A

On your own, read the situation below.
Then make an escape plan. Be prepared
to explain the steps in your plan and
why you think each step is a good idea.
You and a friend were on a sailing tour.
During the trip, there was a storm and your
boat sank. Luckily, you and your friend
survived and were able to swim to a small
island, but you are now trapped on it.
What are you going to do?
The island
You're on a beach and the
weather is hot. There's no fresh
water, but there are lots of
coconut trees. (Coconuts usually
have drinkable water in them.)
You can see a tall mountain in the
center of the island. There are no
�uildings or people on your side
of the mountain. You don't know
what's on the other side. You
thought you saw smoke coming
from there, but you aren't sure.

Before the boat sank, you saved
your waterproof backpack.
Inside you find matches, a small
first-aid kit, a fork, a sharp knife,
a spoon, and a cell phone with
a GPS system. The cell phone
works but it isn't getting any
reception right now.

-

...
Your
situation
�
;_ �... �.=..-- _... During tbi storm, yogr:fu.0�1:yvas
blown off course. Even though
a rescue team will search for ,.,.., ,
you, they might not know where
to look.

·...:..�

1,,..,,··:,...·.

��

One of you injured your leg in
the ordeal. You can walk, but
it's painful.

Imagine that you and your partner are trapped on the island. Explain your plans to each other.
Use the expressions on p. 57 to help you negotiate and create one escape plan together.
One option is to hike to the other side of the island and see what's there.
e
befo re�e
��lk:; : ll Also,
't
c
d
n
n
�;�n
�J
�
:�� . ��;:e l
,
(;k: �� ��:::�:� i
o

Share your escape plan
with the class. When all
pairs have presented
their plans, vote for the
best one.

i

t

Rank how well you can perform these outcomes on a scale of 1-5
(5 being the best).
____ use adverbial clauses to talk about challenging situations
____ reach a compromise
____ explain steps in a process
____ follow steps to get through a difficult situation
No Need to Panic

59

ï¿½

AS A

affordable reasonably priced, inexpensive
bargain to talk with someone to try to get a lower
price on something
brand a type of product made by a particular company
browse to look around a shop casually
deal something good you buy, usually for a low price

discount a reduction in the usual price of something
goods products you buy
purchase to buy something
quality how good or bad something is
recommend to suggest to someone that a thing or
person would be good or useful

- -------

I' Usage: bargain and deal Bargain can also be a noun and means the)
same thing as deal. The shoes cost only $25. What a bargain/deal!
J

'-------------

A
••

-.....

j deal bad -, fair -,
)
, good - great-, real -

_____./

\"'

Choose the expressions in 1-3 that best describe your shopping habits.
Then explain your responses to a partner.

_______.,,'

1. When I shop, I like to take my time and browse I hurry up and buy what I need.
2. I occasionally I never try to bargain to get a discount on something.
3. The most important thing to me is that my purchases are
high quality I affordable.

B

••

Read what Nadia says about the Dubai Shopping Festival.
1. Complete the profile with a word from the vocabulary list.
2. Then ask a partner: Would you like to shop there? Why or why not? How is
it similar to or different from shopping where you live?
Best time to shop: I (1)
going in the early morning or late
evening so you can avoid the crowds. You can find the best deals late in
the day Also, many people speak English so you don't have to worry about
communicatinq with the locals.
Best place to browse: A traditional marketplace, called a souk. You can buy
a variety of (2)
there, including furniture, jewelry, food, and
spices. Merchants typically start with a high price and then (3) ______
with you for a more affordable one.

I love shopping at the Dubai
Shopping Festival. Every year,
over forty shopping malls and
stores join together in January
and February to offer big
discounts on everything from
brand name clothing to high­
quality electronics and cars.

What makes it special: Over three million people attend. Also, people who (4) ______ items
during the festival are entered into a daily lottery Winners receive cars, money, and even gold!

In your city, is there a time of year
when stores offer big discounts on
goods? Do you ever shop at these sales?

A

•

Complete 1-3 with the correct word(s). Explain your answers to a partner.
1. People who I which I that enter the lottery can win prizes.
2. Did you buy the jacket who I which I that was on sale?
3. Dubai's traditional souks, who I which I that sell many goods, are very interesting.

--

Adjective Clauses with Subject Relative Pronouns

TIP When an adjective
_... clause gives extra
information, that cannot
be used: The festival,
#tttt which gets over
three million visitors ...

� .
----- -----O People who visit Dubai during the
...... shopping festival can get some great deals.
which = for things
8 The festival, which gets over three million
visitors, lasts several weeks.
-- - - -�- -----------""'f'!!�--------��
that= for people and things
e Nadia is s�eone that spends a lot on clothes.
O It's a festival that takes place every year.
nP Don't repeat the
subject-verb agreement
0 It's a shop that sells discount electronics.
subject
after the relative
0 They' re� that� designer handbags. _...
pronoun: He's a person
Adjective clauses give more information about a noun and begin with a relative
who
he spends a lot
pronoun (who, which, that).
on clothes.
In O, the adjective clause gives necessary information about the subject. It completes
the meaning of the sentence.
In 8, the adjective clause gives extra information about the subject.You don't need it to
complete the meaning of the sentence. It is separated from the� �u:: by_commas.
_j
_
who = for people

l

B
••

Correct the mistake in each sentence. Then check your answers with a partner. In which sentences do
the adjective clauses give necessary information? Which give extra information?
1.
2.
3.
4.
5.

Men which live in Europe spend more money on clothes than men in North America.
Clothing and books are the most popular products that they are sold online.
Most people who lives in South Korea have purchased something online at least once.
The Bugatti Veyron, who is the most expensive car in the world, costs almost $2,500,000.
The Dubai Mall, that is one of the largest in the world, has over 1,200 stores.

C Combine the sentences using an adjective clause to form a single question. Then take turns asking
•• and answering the questions with a partner.
Which shops have good bargains? I want something near here.
Which shops that are near here have good bargains'?
1. Have you ever bought something? It was really expensive.
2. Can you name any clothing designers? They are known around the world.
3. Do you have any
friends? They are
PROIIUIIICIATIOIII Notice the different meaning and intonation patterns
very stylish.
_... in these two examples.
4. Can you recommend
The shopkeeper who sells such beautiful goods will make a lot of money.
a good place for
The shopkeeper, who sells such beautiful goods, will make a lot of money.
vacation? It's fun and
For more information on intonation patterns in relative clauses, see p. 149.
affordable.
In Style
63

A
â&#x20AC;˘â&#x20AC;˘

Where can you get good deals on electronics, clothes, and other goods?
Have you ever purchased anything in one of these places? What did
you buy? Discuss with a partner.

B

You're going to hear three different conversations happening in
Robson Street, a popular shopping district in Vancouver, Canada. Read
the information below. Then listen and choose the correct answers.

O

Conversation 1
1. The man and woman are looking at a tablet. The man __ .
b. bargains with the woman for it
a. tells the woman not to buy it
c. recommends another product
2. Does the woman purchase the tablet? Yes

Conversation 3
5. The man
a. can't decide which bike to buy
c. is confused about the prices
6. Does the man purchase a bike?

c
0

D

b. bargains with the saleswoman
Yes

Price: ____

No

Why not: ____________

Read the sentences below. Then listen again. Choose the correct answer for each one.
1. When the man says, "What a rip off!," he means "What a cheap I high price!"
2. When the woman says, "Check out this pair," she means, "Look at I Forget about these shoes."
3. When the woman says, "It's worth it." she means, "The bike is cheap I
expensive because its quality is good I bad."

A Two people are bargaining at a flea market. Listen to and read

•

0

the dialog. What's special about the pen the man is selling?
Would you buy this product?
Buyer:
Seller:
Buyer:
Seller:
Buyer:
Seller:
Buyer:
Seller:
Buyer:
Seller:

B

\
�1

=

This is an interesting looking pen. How much do you want for it? \ �
· -'
$20.
For this old pen?!
Ah, but it's not just any old pen. It's a pen that never runs
out of ink.
A pen that never runs out of ink? Really?
Yes.It's perfect for the person who never wants to buy another
pen again! But I've only got three left. T hey're selling fast.
Hmmm ...Well, it is pretty ...and you say it'll never run out of ink?
I' ll give you $5 for it.
Ten. Come on; think of all the money you'll save.Ten is a great deal.
Six.That's al I I can afford.
Six it is!

You're going to sell an item at a flea market. Do the following:
1. Think of an everyday item (cell phone, watch, umbrella, article of clothing).
Then give it a "special power." Answer the questions to describe your special item:
•
•

that _________
What does it do? It's a
Who is it perfect for? It's perfect for people who __________

At a flea market, people
sell old or used goods. You
can often find odd objects,
fantastic deals, and ... a
lot of junk!

2. Take four small pieces of paper.On each, write the item you listed in step 1. This paper now represents your
merchandise. You are going to sell four of the same items at the flea market.
3. Decide on a cost for the item. It cannot be more than $100.

C

•

Your instructor will divide the class into sellers and buyers. Read your information below.
Sellers
Your goal: To sell all four of your items for as much
money as you can before time is up.

Buyers
; Your goal: To buy as many products as you can
before time is up. You start with $100 to spend.

Talk to different customers at the market. Explain
what your item is and why it's useful. When you sell
an item, give the paper to the buyer and add the
amount you earned below.

Talk to different sellers. If you want to buy a product,
bargain for a lower price. When you buy an item,
deduct the amount you paid below. Also write the
price on the paper the seller gives you.

Starting amount: O

Starting amount: 100

+ ---- + ---- + ---- + ---Total earned:

Total left:

Start the bargaining! You will have fifteen minutes to buy or sell as many items as you can. When
time is up, share your results with the class. Who were the most successful bargainers?
Switch roles (those who were sellers are now buyers) and repeat Exercises C and D.
In Style

65

A

The adjectives below are used to describe people. Mark the ones you know. Look up
the ones you don't know in your dictionary. Then circle the ones that describe you.
adventurous
daring
dependable

fashion-conscious
outgoing
practical

self-confident
serious
sophisticated

B
â&#x20AC;˘â&#x20AC;˘

Read the title and the first paragraph of the article on the next page. Then look at
the photos and ask a partner: Who might wear each pair of shoes? What can you
tell about each person by looking at only his or her shoes?

C

What does each type of shoe tell us about a person? Read the article and then
complete the chart with information from the reading.

D

66

high-heeled shoes or boots for women

} low-heeled or flat shoes for women

heavy boots for men

I designer shoes for men

'

bright, multi-colored shoes

neutral or darker colored shoes

worn sneakers

designer sneakers

How much can you tell about your partner by
looking at his or her shoes? Describe him or
her using the information in Exercise C to help
you. Then share your description with your
partner. Was it correct?

Unit 6

A Christian
Louboutin
stiletto

Humans have been wearing shoes for thousands of years.
They protect our feet from the heat and cold; they allow us
to walk comfortably or to run faster. Our shoes do more
than this, though. They can also tell others a lot about us.
If your shoes could talk, what would they say about you?

tell what a person does by looking at his or her shoes
anymore, we can still make some guesses. A man who
wears heavy boots on the job, for example, may work
outside; perhaps he's a construction worker or firefighter.
A man with a closet full of designer shoes, however, may
need to dress more formally at work. Perhaps he's an
attorney or business executive. Or maybe he just has the
money to buy a lot of expensive shoes.

Boy or girl?

10

20

One of the first things your shoes tell others about you is
your gender. A high-heeled shoe, for example, probably
belongs to a woman. This kind of shoe wasn't always
associated with' women, though. For hundreds of years,
wealthy men and women in Europe and Asia wore highÂ­
heeled sandals or boots to protect their feet and clothes
from mud and water on the ground.
Though today's streets are cleaner, 4 - to 5-inch
stilettos are still very popular among women. Beautiful?
Perhaps. Practical? Not really. So why do so many
women continue to wear them? atacha Marro, who
has designed shoes for pop stars like Christina Aguilera,
explains, "You put on heels, and suddenly you are
6 inches [IS centimeters] higher. It's a power thing."
Wearing stilettos (or any high-heeled shoe or boot) tells
other that you're daring and self-confident. Some people
find that very attractive. Low-heeled or flat shoes, on the
other hand, project a more serious image. They tell others
that you're practical and dependable.
What do you do?

30

For hundreds of years, shoes also told others about a
person's occupation or social position. In early Japan,
for example, merchants, actors, and soldiers wore shoes
specific to their line of work. Although we usually can't

What are you like?
In ancient Rome, the wealthy could be identified by the
red or orange shoes they wore. Though shoe color no
longer indicates 2 one's social status, it does still tell us
something about the shoe owner's personality. Bright,
multi-colored shoes or those with lots of details suggest
an outgoing, adventurous character. Neutral or darker
colors, on the other hand, signal sophistication and
self-control. Even the sneakers we wear can tell others
a lot about us. A worn 1 pair, for example, suggests that
you're a bit of a rebel-a person who doesn't care what
so others think. A pair of $400 designer sneakers, however,
tells others you're a fashion-conscious person who is
interested in the latest trends, whatever the cost.
Our shoes say a lot about us, even when we aren' t
wearing them. Look at the shoes you've got on right now.
What do they tell others about you?
40

authentic real, genuine
canvas a type of strong, heavy cloth, used for
making clothes and bags
crooked not straight; bent or curved
dealer someone who sells something
fake not real
imitator someone who copies what someone
else does
instinct your feeling about something
spot to identify
A

•

Discuss the questions with a partner.
1. Do you ever see people selling fake designer goods? What kinds7 Why do you think fake goods are so popular?
2. Look at the photos of the handbags. Can you guess which one is real and which is fake? How?

B

Read the title of the video. In pairs, try to guess the answers in steps 1-5. Then watch the video once
through-without writing anything-to check your ideas.
How to Spot a Fake Louis Vuitton Bag
Step 1: The price is (a.) _____
•

Most bags sell for over (b.) $ ______. If you pay less than $300 for a new bag, you're not getting a
deal, you're getting a (c.) _____

Step 2: Usually the "LVs" on a fake bag are (d.) _____
•

If you have any LVs that are in a crease or in a (e.) ______ , it is not the real thing.

Step 3: The color of the leather handles should be a light (f.) _____ , with the edge dyed
(g.)
and the stitching in (h.) _____
•

After a few weeks, the handles should change to a darker (i.) ______ . If they don't, the bag is a fake.

Step 4: If you buy a Louis Vuitton bag from a street (j.) ______, it's not genuine.
•

You should also be careful about buying bags (k.) ______

•

Pay attention to seller feedback and ask about buyer protection and the (I.) ______ policy.

Step 5: Trust your (m.) _____
•
C

Watch the video again and complete the first sentence in steps 1-5 in Exercise B. Then watch it again
and complete the rest of the blanks.

D

In addition to designer clothing and accessories, other fake goods sold worldwide include music,

Jl
68

If you feel funny about (n ) ______ you're paying, walk away.

movies, car parts, computer software, electronics, and even food and medicine. Would you ever buy
any of these goods? Why or why not? Discuss with a partner.
Unit 6

A

On y our own and on a separate piece of paper, complete statements 1-4 with your opinion.

Shopping and Fashion: What Do You Think?

B

â&#x20AC;˘

1. I think people who buy designer goods ...

3. I think men who wear ...

2. I think people who always dress casually ...

4. I think women that wear ...

Get into a group of three people and do the following:
1. Take four small pieces of paper and write a number (1. 2, 3, 4) on each one. Then shuffle them and place
them face down on the desk.
2. One person starts by picking up a number. Read your corresponding sentence from Exercise A aloud and
explain your reasons to the group.
3. The other people in the group should then use the expressions in the Speaking Strategy below to agree or
disagree with the statement and each other. When you state an opinion, remember to explain your reasons.
4. Return the number to the pile and then it is another person's turn. Repeat steps 1-3 until everyone has shared
all of their sentences from Exercise A.
I think people who buy designer goods are probably
rich. You need a lot of money to afford those thin s.
I'm not so sure about that. I know someone who owns several pairs of
designer shoes and she isn't rich; she just likes high-quality goods.

Speaking
Strategy

Expressing strong
agreement

I couldn't agree (with
you) more.
Yeah, no question I doubt about it.

Questioning another's point of view
I don't know I I'm not so sure about that.
I guess so, but at the same time . . .
I see I know I understand what you're
saying . . . but don't you think . . .

Expressing strong disagreement

I completely disagree.
Are you kidding? (Informal)
No way! (Informal)
Informal phrases can sound rude. Only
use these when you strongly disagree and
with someone you know well.

Present and Defend an Argument
A

••

Read the paragraphs. Then complete the steps below with a partner.
I think selling fake goods is wrong. Some people might disagree with this opinion. but I believe
there are two important reasons why I'm right. First, people who sell fake goods, or "knockoffs." are stealing
money from the original product manufacturer.* This is not fair. Of course, many people who buy fakes say
they can't afford to pay full price for name brands. While
TIP Stating an opposite opinion and
that may be true, buying or selling fake goods is still a
explaining why you think it is weak can
form of stealing and it is wrong.
help
support your argument.
Second, people who sell knockoffs sometimes trick
buyers into purchasing something. These days, there
are lots of Web sites that sell fake products as "the real thing." Shoppers think they are buying a designer
handbag or MP3 player at a discounted price. In reality, they are buying a knockoff, but they don't know it.
A lot of people think it's easy to spot fake goods because the quality is poor or the brand name is different.
However, it's often hard to tell the difference between fake and real items that are sold online. For these
reasons. I think selling fake goods is wrong.
*manufacturer maker

1. List the writer's main argument (paragraph 1) in the chart below.

2. The writer gives two reasons to support the argument. Write the second one under "reasons."
3. He also states two opposite opinions from other people. What are they?
The main argument:----------------------------Reasons

Opposite opinions

1 . People who sell fake goods are stealing money

1 . Most people can't afford to pay full price for

2.

2.

designer items.

from the original manufacturer.

B

Read the sentence and follow the steps below:
I think I don't think buying designer brands is a good way to spend your money.
1. Circle the word(s) in the sentence that express your opinion.
2. On a separate piece of paper, create a chart
like the one in Exercise A. List two reasons
to support your argument. Also think of an
opposite opinion for each of your reasons.

c
D

••
70

Write two or three short paragraphs that
argue your point, using the information in
your chart.

Writing
Strategy

• clearly state what your opinion is. Are you for
or against something?
• give reasons that support your opinion.
• include opposite opinions using expressions like the ones
underlined in the sample. You should also show why you
disagree with those opinions using expressions like the ones in
bold in Exercise A.

Read the short passage. Then answerihe questions with a partner.
You've been to sales at department stores.You've purchased things online at discount prices. Perhaps you've
even visited a flea market and found a few bargains.But have you ever shopped at a store where everything
was free? Stores like this have existed for years all over the world, and today they are growing in popularity.
How does a free store work? People bring in goods that they don't use anymore: clothing, electronics,
bikes, furniture, art, jewelry, books, music.The items must be good quality; they can't be old, worn, dirty, or
broken. People who come into the store can also take anything they want-without paying for it.A free store
isn't only for those who can't afford to buy new things, though. The goal of these stores is to encourage all
people to reuse items, not to throw them away or to keep buying new stuff all the time.
1. What is a free store and how does it work?

B

2. Who shops at a free store?

Complete the sentences with your opinions. Think of two reasons to support each opinion.
1. I think a free store would I wouldn't be a good addition to my neighborhood because....
2. I think everyone should I shouldn't be allowed to shop in a free store because ....

C

Discuss your opinions in pairs. Use the expressions in the Speaking Strategy on p. 69 to agree or
disagree with each other.

Rank how well you can perform these outcomes on a scale of 1-5
(5 being the best).
____ describe shopping habits and fashion preferences
____ use adjective clauses to explain and define people and things
____ react to other points of view
____ present and defend an argument

In Style

A

How do people get around where you live-by bike, car, train? Make a list of all the modes
of transportation (including walking). Then answer these questions with a partner.
Which mode of transportation is best when you ...
1. are going to work or school?

Âˇ 2. want to take a long trip?

commute the daily journey you make
between your home and work or school
cramped not big enough for the number
of people or things in it
delay when you have to wait longer than
expected for something to happen
fit in to feel that you belong to a particular
group and are accepted by them
keep in mind to remember something
important (often a warning I advice)

3. don't have a lot of money?

option something you can choose from
a group of alternatives
overwhelming difficult to fight against
punctual on time; not late
reliable trusted to work or behave well
rush hour the times of day when most
people are traveling to and from work
tend likely to behave in a particular way
transfer to go or move something from
one place to another

Other expressions with keep: - your promise!
word,
- an appointment, - a secret, - up
I

<-----------'I

r

B

Read Vanessa's tips about getting around her city. Use w ords
from the list above to complete her advice.
that it's
Getting around a big city can be (1)
. There are so many transportation (2)
hard to know which one to choose. Here's my advice. When you have to travel a long distance, think twice
.Take
before getting into a taxi.They can be expensive, and heavy traffic can result in frequent (3)
, but it's reasonably priced, clean, and reliable. You
the subway instead. It may not always be (4)
should (5)
, though, that most locals use the subway to commute to and from work or school.
Allow extra time if you have several transfers to make. If you don't like cramped spaces, it's best to avoid the
subway during (6)
. For short trips, you can simply walk to your destination. If you do all these
things, you' ll fit in just like a local!
C

J:

How does your city or town
compare to Vanessa's? Work
with a partner to complete
these sentences.
1 . When you have to go a long
distance, you should ...
2. For short trips, it's best to ...
3. When it comes to commuting,
most locals ...
4. The best way to avoid delays
is to ...
5. The most important thing to
keep in mind is ...

A

6)

Compared to five years ago, which of these sentences describes rush hour in your city or town today?
Complete the sentences with the correct comparative form of convenient. Then choose an answer.
a. It's _______ to get around than it was before. (It's better.)
than it was before. (It's worse.)
b. It's
c. It's about the same.
TIP We don't usually use less with one-syllable adjectives. We use not as ... as
_.... instead. The bt1s is Jess fast thart the traift. The bus is not as fast as the train.

Comparative Forms

equal to •••
less than ...
more than •••
During rush hour, walking
Taking a taxi is faster and The subways are less
Adjectives
'
more reliable than taking I reliable than they used to I is as fast as taking
the subway.
They are not as nice
the bus.
they
once
were.�
----+The trains run faster and
Adverbs
The trains run less
, The old trains run
frequently on weekends
as smoothly as the
more frequently than
the bus.
on
w
t!1an
they
do
kday
I
new
ones.
L
�
:__
_
_
Noncount
After I quit, I had more
' As a new parent, I have
I spend as much time
nouns
time than I used to.__ Lless tim! than I use�to. I working as 2 did) before.
Count nouns The local train makes
The express train makes
The Blue Line has as many
I fewer stops than the
more stops than the
I riders as it did last year.
express (does)_. _
L.local (does). _
Irregular forms: good � better, bad � worse, far � further

I �:·

--j

B

Make sentences comparing these two subway lines. Which would you prefer to rid e ?
number of riders
train tracks
daily schedule
on time schedule
cleanliness
hear the announcements

C

Bl ue L"me

per month
2 years old
weekdays: every 5 minutes
weekend: every 16 minutes
arrives late 8% of the time
moderately clean
clear 97% of the time
140,000

G reen L"1ne

100,000 per month

l

years old
weekdays: every 5 minutes
weekends: every 12 minutes
arrives late 2% of the time
very clean
clear 82% of the time _J
15

You are going to talk about the best way to travel between two points. Work with a group.
Choose a starting point and an ending point in a place you know well. The points should be far enough apart
to require a combination of public transportation, driving, or walking to get there.
2. Think of two different routes you could take to get to your final destination.
3. Compare the pros and cons of the two routes using comparative language.
On the Move
75
1.

get in arrive
pull in I pull out arrive I depart (especially used for vehicles such as trains, trucks, and cars)
A

Look at the photo below. How long is your typical commute to school or work?

B

Listen to a news broadcast in which the reporter, Jeremy Wexler, talks about his commute.
As you listen, mark the correct answer for each item.

O

---

1. The average commuting time is increasing I decreasing.
2. Jeremy probably lives in the suburbs I the city.
3. It is common I not common for the 8: 12 train to
Listening Connecting ideas Listen for
be late.
expressions like these that connect
Strategy
ideas. They show a cause-and-effect
4. His office is near I far from the train station.
relationship
between
one idea and another: As a
5. He's probably sitting I standing on the train.
result ... I Because of that ... I That means that ...I
6. Jeremy takes one train I more than one train
When that happens . ..
to work.
C

O

Read the Listening Strategy. Then listen again. Mark your answers to show the cause-and-effect
relationships that Jeremy describes.
1. The trains are older I newer. 7 They break down more / less often. 7 They run more I less frequently. 7
People are more I less likely to find a seat.
2. The stations are cleaner I not as clean. 7 The commute is more I less pleasant.
3. Traffic is better I worse these days. -+ Commuting by car is slowerI faster.

., , .',

I Iďż˝

v

Central Station seems to
be the busiest commuting
hub in Jeremy's city. What
about your city or town? What is the
busiest center for transportation? How
does it compare to Central Station?

availability the fact that something can be used or reached
bottom line the total amount of money a company has made or lost over a particular
amount of time
perfect match two things that go or work together successfully
A

Read about bikeshare programs. Is there anything like this where you live?
Bikeshare programs provide bicycles for public use as an alternative to driving
or taking public transportation. For a small fee, individuals can join the program
and use the bicycles for short trips around the city. There are currently about two
hundred bikeshare programs worldwide.

B Washington, DC is the capital of the United States. The city has a
O bikeshare program. Follow these steps.
a. Read through items 1-6 below. Can you guess any of the answers,
b. Watch the video once. Don't write anything.
c. Watch again and complete the sentences.
1.

2.
3.
4.
5.
6.

"0�
Word Partners�iP�a
Look at the verbs 1n blue
What do they meanI Use
your dictionary to help you
I use bikeshare to get
around town.
I get on the bike near
the station and drop ,t
off ten minutes later.
I use bikeshare when
I have to pick up my
son at school.

Chris Holbern: Bikesharing works well in
areas. There are 114
and 1, 100 bikes. You
, or a day. Bikesharing is not only open to residents but
too.
can join for a year, a
Matt Pearson: The program is great for
area.
and it brings more people to the
for use at night.
speeds. a basket. a bell, and a
Chris: The bike has
too.
Matt: The bikes are not only safe but
and fix the bikes. When a station gets too full, we have a
Chris: We have to keep the system
____ that picks up bikes and transfers them to another ____
Matt: Businesses think that bikeshare has improved their ____

�. ·1 ·x� . .
�. ._. �-"-'/:,·-r
- . ·�

C

Read the sentences. Then listen to each speaker in the video and choose the correct answer.

CJ

1.

2.

�.
\
r·d* ,' r.4
:;:,

'

,'

� ..t.:
.I

'

...' .._,;:..........--·-·--

,..

__ a.
__ b.
__ c.
__ d.
e.

5.

a"

,·

•

•.;....

3.

4.

�.t,

--

...

Bikesharing helped me to lose weight.
I don't worry about anyone stealing my bike.
I use bikeshare day or night when I'm visiting Washington.
You can check ahead to see if any bikes are available.
A lot of professional people like me use bikeshare.

Ask
Answer

Would you use bikeshare? What are some of the disadvantages of a bikesharing program?
On the Move

77

A

Read the description of a bikesharing program in
Exercise A on page 77. Would it work in your city
or town? Why or why not?

B

Read the facts about the bikesharing program.
Then read about Henry's and Giovanni's opinions on
bikesharing . Add one more item to each person's list.
Bikesharing program, FACTS
•

Membership costs $90 a year.

•

Helmets are not provided.

•

Five hundred single-speed bikes are available.

Henry
I support bikesharing. I think we should introduce a
bikesharing system in my city.
The bikesharing system ...
- gives you an easy and reliable way to get
around town.
- promotes sustainable transportation.
- is a good option when the subways are delayed.
- is easy to navigate-anyone
can use it.
- saves you time between
transfers.
- means you can avoid
cramped subway cars.

I'm against
bikesharing. I think
we shoµld lower
the fares and
encourage people
to use the subway.
The bikesharing
system ...
- will take taxpayer money to maintain and take
money away from other transportation projects.
- will overwhelm the streets with too many bikes.
- doesn't provide helmets for riders and therefore
puts people's lives at risk.
- is not suitable for long-distance trips.
- is not affordable for some people.

C

Do a role-play.

Student A: You agree with Henry. Explain why you

Bikesharing is a good idea. For
shorter distances, it's faster than
waiting for a bus or the subway.

support bikesharing. Compare it to riding the subway.

Student B: You agree with Giovanni.

Explain why you
are against bikesharing. Compare it to riding
the subway.

78

Unit 7

It may be f;st��n ;ome cases, but it's not as
( safe. Keep in mind that bikesharing will put
.
more bicyclists on the
road. As a result ...

-

-

,
A Letter of Complaint
A

What would you do if bus and subway f ares increased two times in one year?
D 3. Just accept it and do nothing.
D 1. Call or e-mail my complaint to the city.
D 2. Complain to my family and friends about how unfair it is.

B

•

Read Joanna's letter of complaint . Then answer the questions with a partner.
Dear Representative Meyer.
Recently you voted against a bikesharing plan for our city. I'm writing to
ask that you support it.
As a commuter on the Blue Line. I used to transfer from the subway
to the B41 bus to get to my office. As you know. because of the weak
economy, there have been transportation cuts. As a result. the B41 bus
line has been eliminated. and I have no reliable way to get to work easily.

TIP State your request
up front. Present the
problem. Show cause and
effect where possible.

The distance between the subway station and my office is too far to
walk. A cab is one option. but taking a taxi is expensive. I'm feeling very
frustrated by this situation.
A bikesharing system would not only be good for the city (fewer people
riding in cars means less pollution). but it's also convenient for someone
like me: I need to travel between the subway and my office quickly and
safely, and riding a bike would be the perfect solution for me!
Thank you for your attention to this matter.
1. Who is the letter written to?
2. What's Joanna's problem?
C

"l1P Offer a solution and
explain how it helps.

Joanna O'Shea

3. What caused it?
4. What's her solution?

Think of a problem you'd like to see changed. Choose from the problems below or use your own
idea. On a separate piece of paper, write notes about the problem, its causes, and a solution.
If you live in a city, write about ...

• the lack of a subway or bus system
• poor transportation options to nearby towns
• the lack of easy access to a major airport

D Write a letter of complaint using your
• notes. Be sure to use the writing tips. Then
exchange papers with another student. Read
your partner's letter. Does it do the three
things on the Writing Checklist? Do you
think the request will be granted? Why or
why not?

Does the letter ...
1. state the writer's request clearly?
2. explain what the problem is and what caused it?
3. offer a possible solution?
On the Move

79

A
â&#x20AC;˘

Read the statistics belo w and then ask your partner:
How does your countr y compare to the ones in the
chart? Do many people from other nations come to
live in your countr y per manently or temporarily?
If so, where do they come from?
People all over the globe are on the move, with many moving
per manently or temporarily to a count ry other than their own.

Country
Canada
India

B

% of the population
that is foreign-born
18.7%
0.5%

Singapore

42.6%

Germany

12.3%

Read the article. What is the main point of this article.
a. The parents and students disag ree over cars and driving rules.
b. All students dream about getting away and going somewhere fun.
c. The student body is diverse. but they all share an interest in cars.
d. The students' diverse backgrounds help them to get a driver's license.

C

â&#x20AC;˘

Quickly find and under line the answers to questions 1-6 in
the reading. Then take turns asking and ans wering them w ith a partner.

1

How old do the students need to be to get
a license?

4. What kind of car do they want?
5. What kind of car do their parents want
them to drive 7

2. Why do they want a car 7

3. Where do they want to go?

D

6. What are some of the rules they have to follow?

Look at these ideas from the reading about driving . What do you think they mean? Which ones do
you agree with?
1. "Your car is your life."
2. "Doesn't everyone want to get away?"
3. "The teens want a new car that makes a statement."

Ask
\_Answer?
ďż˝

80

Unit 7

In the United States, a driver's first car symbolizes independence
and adulthood. Does driving have the same meaning for you?
What symbolizes independence in your culture?

Everyone has a backpack. Boys tend to wear jeans and
T-shirts; girls wear skirts or pants. Boys and girls wear
earrings and talk about the same music. To an outsider,
it looks like just another typical day at J.E.B. Stuart
High School.
But running beneath the common fashion and
attitude 1 are their cultural differences at home: many
of the students have parents who came to the United
States from other countries. Walking through the halls
10 of Stuart, one meets students from a variety of different
backgrounds: an African American, an Afghan Italian,
a Cambodian, and a Palestinian. The students take pride
in their diversity even as they try to fit in as everyday
American teenagers.
Conversations, especially among the boys, quickly
turn to cars. "A car means freedom;' one says. "You can
go anywhere-your car is your life:' One boy, who is
saving his part-time job earningsďż˝ for a car, says, "With
a car I could go with my friends to the beach or to New
20 York. Life in general can get overwhelming sometimes.
_,,.....-- Doesn't everyone want to get away?"
And get away they do.Teenagers in many states in
the United States can get a license at the age of 16 and
most are eager to start driving right away.Teen drivers
have a higher rate of road accidents, however.Because
of that, the student drivers at Stuart will have to follow
their parents' rules: No talking or texting on your cell
phone while driving. Remember to wear your seat belt.

I

Don't drive too fast. Commuting to school is all right,
30 but driving in the city's rush hour is not allowed.
When taking the car out, remember to bring it home
on time. Being safe, reliable, and punctual is important,
say parents.
For most new drivers, it's important for a car to be
attractive and cool: They want a new car that can "make a
statement." Their parents, on the other hand, are looking
for a car for their child that is economical, affordable,
and most of all, safe. As a result, most teens start driving
with the family car that's available-which is usually the
40 oldest, least attractive one of the bunch.
Back at Stuart High, at 2:05 p.m., the school day
ends, and a rush to buses and cars begins.Some students
get rides with parents or friends. Others get to drive
themselves. Music blares3 from car radios and the kids
who are left behind sit on the grass talking, laughing, and
just hanging out with friends.
These are normal American teenagers whose parents
happen to come from all over the world.
They may have one foot in their
so parents' culture, but they share one
thing with their US-born classmates:
They all have one foot on the gas
pedal ...and they are ready to go!
1 attitude the way you think and feel about
something
â&#x20AC;˘ earnings the money you make while working
â&#x20AC;˘ blare to make a loud, unpleasant sound

A

••

Read this information about Amadou and his parents. Then discuss the questions with a partner.
•

Amadou is a first-year college student studying urban planning and transportation. He's an excellent student.

•

His parents are from the Republic of Mali. They came to your country with Amadou when he was 2 years old.
• His parents have been working in your country for years without the proper work visas.
• Three months ago, Amadou was stopped for speeding in his car and the police realized he
didn't have the proper papers.
• The government wants to send Amadou and his parents back to Mali because they are in
the country illegally.
• Amadou wants to stay in your country, finish his education, and get a job.
• Amadou hasn't lived in Mali since he was a baby and he doesn't speak the language.
In your opinion, what should happen? Should Amadou be allowed to stay?

B

Get into a group of three people. Two students will be attorneys (one supporting Amadou's position,
the other against it). The other student will be a judge. Follow the steps below:
1. Attorneys for and against Amadou: Read the arguments below.Together, add one or two more reasons to
your list.Also think about how you will address the arguments the other attorney presents.
Judges: Read the arguments below.Together, add one or two more reasons. Also think about how you will
address the arguments the attorneys will present.
Why Amadou should stay

Why Amadou should go

1. Amadou only knows this country. If he has to
leave now, he may miss the chance to finish his
education and have a better life.

1. The law is clear. Amadou's family broke the law
when they entered your country on tourist visas
and stayed on.They must all leave.

2. Amadou and his parents have worked hard and
have never been in trouble with the law.

: 2. If you allow Amadou to stay in your country, many
other foreigners will try to do the same thing.

3. Amadou did nothing wrong. He was brought to
your country as a baby.

· 3. The economy is doing poorly, and many people
are unemployed.Amadou and his parents will take .
jobs away from legal residents.

4. Last year. the government gave special work
permits to 200 undocumented foreigners.

5. -------

5. _______ 6. _______
2. Begin the role-play. The attorneys will argue their case for or against Amadou. The judges will listen to each
point and can ask questions at any time. Use the Speaking Strategy to help you.
3. Make a decision. At the
end. the judges should
review their notes, consider
the attorneys' arguments,
and make a decision about
Amadou's future.They
should then explain their
ruling.

82

Unit 7

Speaking
Strategy

Presenting facts When making an argument, it is important to

support your position with facts and evidence.
Considering that/Given that Amadou's parents broke the law ...
Keeping in mind (that) Amadou doesn't want to be separated ..
If yo.u think about it, Amadou only knows life in this country .. .
Announcing your decision To show that you are making a fair, informed decision,
acknowledge that you have heard and understood all the facts presented.
When I look at all the options, it's clear that ...
After weighing all the options I factors, I have decided ...
After much consideration, ...

•

Read these statements. Then join a partner and follow the steps below.
Talk about ...
•

the worst commute you ever had

•

the first time you drove a car I flew in a plane I took a train

•

the longest distance you've ever traveled

• your favorite car and why you like it
• why you would or wouldn't like to join a bikeshare program
•

the best way to get around your city or town

• the worst thing about owning a car

1. Flip a coin to decide who goes first (Student A). A picks a statement and talks about it for a minute
without stopping.
2. B goes next and can choose any statement except for the one that A already talked about.
3. Take turns talking for a minute until all the statements have been chosen once.

4. Award one point when a person can talk successfully for one minute without stopping. T he winner is the
person with the most points at the end.

Rank how well you can perform these outcomes on a scale of 1-5
(5 being the best).
____ make comparisons
____ recognize cause-and-effect relationships
____ make a complaint and propose a solution
____ use facts and evidence to defend a position

A

Students often send text messages during class. Why do you think they do it? Discuss your answers
with a partner.
consequences results or effects (of an action)
criticize to express disapproval by saying
what's wrong with something
discipline self-control; an action taken to
correct inappropriate behavior
disruptive causing trouble and stopping
something from continuing as usual
get away with to do something wrong or
risky and not suffer any consequences

B

get into troubh� to be in a position where you
will be punished for something
punish to take action against someone for
inappropriate behavior
regulation an official rule (e.g., made by a
government or school)
respectful to be polite and well-behaved
towards someone (in authority)
restriction a limit on something

Read these statements about texting in class. Who do you think said each one? Mark your answers
and discuss with a partner. Which statements do you agree with? Why?

1. I don't know of any restrictions on texting in class. It's not against
the regulations, is it?
2. I think there should be consequences for texting in class: for
example, you should be punished in some way.
3. It's a problem with discipline. Students who text in class are being
disrespectful to their teachers and their classmates.
4. All students would text during class if they weren't afraid of getting
into trouble and being criticized by their classmates.
5. Texting in class may be disruptive, but as long as they can get away
with it some students will continue to do it.
C

Student

I

II

reacher

I

I

I

1 Parent
1

I

I

I

Read the statements below. Answer the questions with a partner to discuss
your opinions of these behaviors. Be prepared to share your thoughts
with the class.
• talking in class without raising your hand
• looking at another student's work during a test
• coming to class without completing your homework
1.
2.
3.
4.

How are these behaviors disruptive? Which ones are serious discipline issues?
What are the consequences of these behaviors?
Which of these behaviors do people usually get away with?
What kinds of restrictions or regulations should be made to prevent these behaviors?

D In pairs, prepare a conversation where a student is caught texting in class by a very strict teacher.

the teacher wants to punish him I her; the student asks for pardon. Use vocabulary from Exercise A.

86

Unit 8

A

Stella got in trouble for texting in class. Read the sentences in the chart to see what other students
had to say about it. Then answer the questions.

Disbelief I impossibility
Possibility
Logical conclusion
Regret over an action
that wasn't taken
Regret over an action
that was taken
1
or can't have

-

Past-Modals
- - - ..

..

Min: I agree. She shouldn't have disrupted the class.
2

or could have or may have

..
,.

3. Who thinks that Stella made a mistake?
4. Who thinks it is possible that Stella was texting in
class?

Choose the correct answer to complete each item.
1.
2.
3.
4.
5.

C

-·····

Jen: Stella couldn't have1 been texting. She lost her cell phone recently.
Tom: She might have2 borrowed a friend's phone to do it.
Amy: I heard she was texting her mother. It must have been something important.
Ed: Even so, she should have waited until after class to send a text.

1. Who is certain that Stella needed to send a text in
class?
2. Who is certain that Stella was nottexting in class?
B

....._...,,....

She loves scary rides. She could have I must have been excited to go on the roller coaster.
He shouldn't have I can't have been in the meeting. He was sick at home that day.
I'm not sure where Mike is. He might have I should have gone to the store.
We just needed one more goal and we could have I couldn't have won.
Our team is better. We may have I should have won the game.

What happened? Read about these five situations. On a separate piece of
paper, write 2-3 sentences for each one. Use past modals. Then take turns
reading your sentences aloud with a partner.
1. You arrived at your friend's soccer
game. You see your friend on the
ground being helped by another
player. Everyone looks worried.
2. Your coworker gets a phone call and looks
surprised. She picks up her car keys and runs out
of the office. She leaves her purse behind.
3. You've arrived at school and it's time to submit your
homework. When you look in your backpack, it isn't there.·
4. Earlier this afternoon, you saw your friend's parents talking
to your homeroom teacher. Later you find out your friend
has been punished for a month.
5. This morning, you saw your neighbor sitting on the back
of an ambulance with a bandage on his head. His car is
damaged on one side.

A

11

Read the information about a
contest. What are the rules of
the contest? Would you ever
enter a contest like this? Why or
why not? Discuss with a partner.

THI CORCIBT OP A Lln'lllllll
Register at www.freeticket.
cengage and win a free ticket to
the upcoming rock concert by the
Regulation Nation.
Restrictions: Must be 18+. Limit
one entry per person.

B

••

Now read about Mary's situation. Then discuss the questions with a partner.
Recently I entered a contest to win a free ticket to a concert featuring my favorite band,
Regulation Nation. The contest regulations were clear: only one entry per name. To increase my
chances of winning, I also entered the·name of my best friend, Paola, without telling her.
My friend's name was chosen and she won the ticket to the concert. I expected her to give
me the ticket because I was the one who signed up for the contest and she knows the band is
my favorite. I was shocked when my friend said she was going to sell the ticket at full price.
When I refused to buy the ticket, she sold it to someone else. I missed the concert and I
criticized Paola for what she did. Now we're not speaking.
1. What did Mary do?

C

••

2.
3.

4.
5.

6.

88

3. What happened in the end?

Read these statements. Indicate if you agree with each one. Then explain your answ ers to a partner.

1.

D
••

2. How did Paola respond?

Paola must have needed the money.
Mary shouldn't have broken the rules in the first place.
Mary couldn't have known that Paola would sell the ticket.
Mary shouldn't have criticized Paola.
Paola and Mary must not have been very good friends after all.
Mary should have just accepted the consequences.

Agree

Disagree

D

D

D

D
D
D
D
D

D
D
D
D

What should Mar y and Paola do now? Come up with a solution with your partner and act out a
conversation where they r epair their friendship.
Units

big deal something important
get suspended temporarily not allowed to
go to school or class because you' ve done
something wrong
A

You are going to hear a conversation about student Micah Green. Read this excerpt from the
conversation. What do you think Micah did? Discuss in pairs.
Carly:
Mark:
Carly:
Mark:

B

0

private only for one person or group; not
for everyone
sympathetic showing that you understand
and care about someone's suffering

Did you hear what happened? Micah got suspended from school. For five days!
You're kidding!
No, I'm not. He got in trouble for posting something online.
What exactly did he do?

What happened to Micah? Listen and complete the story.
a teacher. He deleted the post a (2)
later, but it was too
Micah Green went online to (1)
Micah by suspending him. The principal said that Micah's posting wďż˝s
(3)
. The school (4)
disruptive to (5)
life. Micah is going to write a letter of (6)
to the teacher he criticized.
Listening
Strategy

Determining a Speaker's Attitude

Some set expressions can give clues to a
speaker's attitude or feelings. Sympathy:

I'm so sorry to hear that. I That's too bad. I I can't imagine
what she's I he's going through. Surprise: No way! I You're
kidding! Agreement: I know! I Tell me about it!

What does Micah think of Mr. Salazar?
What is Mark's opinion of Mr. Salazar?
How did Mr. Salazar react?
How did Ms. Stevens describe the incident?
How do Mark and Carly feel about
Micah's situation?
6. What do Mark and Carly think about
posting opinions online?

Give Your Opinion on an Event
invasion of privacy when your private life is disturbed in an unpleasant way
responsibility something that is your job or duty to deal with
A
•

Read the short article about student Micah Green. What did he do and
how was he punished for it? Discuss with a partner.
Student Micah Green was suspended from school for a week for criticizing one
of his teachers on line. Micah is the first student at the school to get into trouble
for posting something on a social media site. Micah's parents will be meeting
with the school's principal later this week.

B

Read these online responses to Micah's situation. Which posting(s)
do you agree with? Discuss with a partner.
soccermom

As the parent of a child who goes to school with Micah, I'm upset. This is an invasion of
privacy. Micah was at home and using his own computer. He was not at school nor was
he using school property. I don't know of any school regulations that say you can't express
your opinions about a teacher on your own time. Are there any?

I go to Micah's school. As a student who spends a lot of time online myself, I can certainly
, sympathize with his situation. Does the punishment fit the behavior, though? Micah didn't
use strong language and he took his post down after a short time. I think the school could
have punished him in a different way-maybe by asking him to apologize to the teacher.

teacherman78

C

D

90

What do you think? Should Micah have been
suspended? Write your own opinion to be posted
online. Use the tips in the Writing Strategy.
Exchange papers with another student. Read your
partner's writing . Did your partner follow the tips in
the Writing Strategy? Is your opinion similar to your
partner's? How are your opinions different?

Unit 8

Ji1

Writing
Strategy

Effective Online Posts

When posting online ...

1. Identify your role.As the parent of a child . .. I
I go to Micah's school.
2. Explain how the issue relates to you. As an
Internet user myself . .. This is an invasion
of privacy.
3. Ask questions for further discussion.Is that
true? I Does the punishment fit the behavior?
4. Try to summarize your ideas clearly or your
audience may lose interest.
5. Remember to be respectful in your posting.

goofy silly or ridiculous
illegal not allowed by law

reputation the opinion that people have about someone
or something; how much they respect or admire it

..

You're going to watch a video about how to protect your reputation online.
Discuss the questions with a partner.

B

Watch the video. Mark each statement true or false.

A
••

reputation good I bad I solid -; \
impact I harm I hurt I ruin one's -; I
put one's - at risk
...._������-�---'J

1. What kind of information is available about you on the Web?
2. How could someone harm your reputation online?

1!1111 1.
2.
3.
4.

S.E:arch engines take pictures of everything posted on the Internet.
You don't have to worry about a problematic photo if the image is deleted.
It's easy to control who sees the photos you put online.
It's possible to hide your postings from search engines.

True

False

0
0
0
0

0
0
0
0

C Read this list of do's and dent's for posting online. Try to guess the missing words. Then watch the
- video and check your answers.
Do •••

Don't ...

think of the
who will see the posting
(grandfather, boss, etc.)
for images, videos, and stories
take
you share
ask your
to think about what they
on the Web
before you click

share everything

the person who posted a bad photo of you
and ask them to
it

use people's

I
l

Look back at your answers in Exercise C. Do you follow any of these suggestions
already? In general, are you careful about protecting your reputation online?
Think Twice

91

anonymous made or done by a person whose name is not known

A
•

Look at the photos and the title of the reading. What do you think is the main point of the article?
Choose your answer and discuss your choice with a partner.
a.
b.
c.
d.

What we do in our private lives can show up online so there's a loss of privacy.
There are new ways to uncover a person's identity online so it's impossible to hide.
Anyone can post online so it's possible to get away with writing mean comments.
Two videos online show that there are negative consequences to behaving disrespectfully in public.

B

Read the article and check your answer in Exercise A. Were you correct?

C

Find the words and expressions in the article that are the opposite of the ones listed below.

Mark the statements that apply to the professional, the student, or both.
The professional

1.
2.
3.
4.
5.
6.
E

The person's behavior was caught on video.
The video is online even now.
The person damaged someone else's property.
The person acted alone .
The person knows that no laws were broken.
The person said, "I' m sorry."

I

I

The student

I

l
i

I

Summarize the professional's and student's stories using the chart in Exercise D. Then answer the
questions with a partner.
• What were the consequences of their actions?
• Do you think video of them should have been posted online? Why or why not?

Ask
Answer ) Imagine that everything you said and did today was posted online.

f

92

Unit8

How would you feel? How might you change your behavior?

We used to view the Internet as a place of freedom-a
world all its own. When you went on the Web, you could
be yourself, take on a new identity and pretend to be
someone else, or simply remain anonymous. Whatever
you said or did stayed online and did not interfere with
your life offline. Likewise, your private life was your
own, completely separate from your online identity. You
didn't have to worry about things you said or did at work
or school showing up 1 on your computer. You could act
10 goofy and it was no big deal.
Nowadays, new technology has changed
everything, so that the separation between our two
lives is no longer well-defined. What we do offline (in
our "real'' lives) can now be posted on the Web with
a few easy clicks. With cheap cell phone cameras and
free video hosting sites like YouTube readily available
to anyone, photos and videos taken in public can be put
online within minutes, sometimes with damaging results.
A professional in New York City discovered this the
20 hard way. She was filmed on a
commuter train on her way home,
arguing with the train's conductor.
"I lost control;' the woman said.
"I was very tired from a long
day at work and I said some things
I wish I hadn't:' That short argument
had negative consequences because the
scene was filmed by another passenger on the
train and posted online that evening. Thousands
30 of people are still watching the video every month."I
was disrespectful, it's true:' said the woman. "I didn't do
anything illegal, but it feels like I did ...because everyone
is still criticizing me.It's been terrible:'
A similar story happened in England when a
young college student and his friends were filmed
roughhousing2 after a big football match.The young
men damaged a car parked on the side of the road, and
a video of the incident3 was posted online and viewed

40

50

by hundďż˝eds of thousands of people. "My friends and I
apologized to the owner of the car and offered to pay him
for the damages;' said the student. "We felt so bad. But
the video didn't show that. It only showed us damaging
the car:' The video was removed after a couple days,
but the damage had been done. "I almost got suspended
from school over this. My parents punished me. This
experience has practically ruined i;n.Y reputation:'
We know that we're losing our anonymity online.
And now, it seems we are losing privacy and anonymity
offline as well.There are no restrictions around recording
video of what happens in public and putting it on the
Web. For now, you can get away with doing it.
It used to be a choice to go online and share
yourself with the world. Now we are entering a time
when someone else may be making that choice for us.
In short, we may end up having a public face onlineÂ­
whether we like it or not.

1 showing up appearing
2 roughhousing fighting in a playful way
3 incident an event

surveillance the careful watching of
someone, especially by the police
A

We are under surveillance in different ways in our lives.
Read about these situations in the boxes ne.ar each photo.
What do you think about them?

B
••

Discuss the three practices shown on this page and the questions below
with a partner. Be prepared to share your opinions with the class.
• How do these different methods help us? How might they be an invasion
of privacy?
• Which one do you think is most disruptive to our everyday life?
• What restrictions should be put on these different surveillance methods?
• Are you sympathetic to people who get
into trouble in any of these situations?
Why or why not?
• What should the punishment be if you
get caught doing something illegal in
each of these situations?

In the UK, there are more CCTVs
{closed circuit televisions) per
person than anywhere else in the
world. They are used to track and
photograph your every move.

It makes sense for companies to monitor
their employees' computer usa e.
I think it's an invasion of privacy.
Sometimes you need to take a break,
\...:_ven at_:�e ��ce! _____
-

C

Jll

In one survey, the average person spent
one to two hours using the Internet for
personal reasons (e-mailing friends,
banking, shopping, etc.) while at work.
Companies are now able to monitor
exactly what their employees are doing
on their computers during the work day.

Q9

Share your conclusions with
the class . Which practices
does your class support the
most? And the least?

Large numbers of people pass
through airports every day.
To keep everyone safe, new
technology is being used to
scan passengers who may be
carrying dangerous items.

A
••

Look at these two pictures. Where are these people? What do you think might happen in each case?
Discuss with a partner.

B

Now read about the laws shown in the photos in Exercise A.
1. Where I live, your ticket is not checked when you get on the metro. Sometimes, however, police officers
make spot checks to see if all passengers have a ticket. Last month, my friend got caught on the train
without a ticket. She was so embarrassed. She has to pay a fine of 40 euros.
2. If you smoke, you have to put your cigarette butt in the trash. It's illegal to litter. Last week, my coworker
was in a hurry. There was no trash can nearby, so he threw his cigarette on the ground. T hen he heard a
police officer calling after him. T his is the second time he's been caught for littering in a year. He may have
to pay a large fine. He's very upset.

H

Create a role-play about one of the situations in which you or your partner pretends to know the
person involved.
My friend Hannah got in
Student A: Tell Student B about your friend
trouble on the metro.
or coworker. Explain what happened and
how you feel about the situation.
Student B: Listen to the story. Ask questions to
get more details. Tell how you feel about it.

She got on the train without a ticket.
Really? She shouldn' t have done that!
I know, but she was
in a hurry and ...

Rank how well you can perform these outcomes on a scale of 1-5
(5 being the best).
____ use past modals to consider possibilities, express disbelief and
regret, and make logical conclusions
____ compare actions to their consequences
____ recognize hardship and e�press sympathy
____ respond to a news story with your own opinion
Think 'Twice

e VVJ J

attack to try to hurt someone with physical violence
capture to catch a person or animal and confine it
cruel very mean or unkind
domesticated raised by people for agricultural
purposes or living with people·as household pets
·
endangered in danger of dying out completely
evolve to slowly change and develop over time into
a different form

hunt to chase and kill an animal, usually for food
species a class of plants or animals that have the same
characteristics
train to teach a person or animal how to do something
treat to behave in a certain way toward someone
wild free, untamed, not taken care of by people

Discuss the questions with a partner.
1. Do you, or does someone you know, have a pet? Is it trained to do anything?
2. What do you think of people who treat dogs like people (e.g., dressing them
in clothes, feeding them at the table)?
3. Do you think it's cruel to hunt wild animals for sport? What about capturing
and keeping them in zoos?
4. Name an endangered animal. Why is this animal at risk?
Unit 9

A

J:

e

Complete the sentences in the chart with the passive form of sentences 2-6. Item 1 has been done as
a model . Then check your answers with a partner.

1. People keep the animals in tiny cages.
2. Humans domesticated dogs 15,000 years ago.
3. Humans have trained them to do police and
rescue work.

4. A volunteer is caring for the lost cat at the animal shelter.
5. The animal shelter will return the cat to its owner
tomorrow.
6. Owners should keep their dogs on a leash.

Review of Passive Voice

The animals are kept in tiny cages. It's cruel.
Dogs
15,000 years ago.
trained to do police and rescue work.
They
cared for by a volunteer at the
The lost cat is I was
animal shelter.
to its owner tomorrow.
be
The cat
Parrots can be taught to communicate with humans.
Dogs should
on a leash.
O Forming the passive: Use a form of be+ the past participle. With modals: modal+ be+
past participle
• To show who does the action, use by+ noun: The lost cat was found by a neighbor.
If it's clear who does the action, or if it's not important, don't use by+ noun: Parrots can
be taught to speak.
• You might use the passive if:
• It's obvious who did something or the doer of the action is a general group of people:
Parrots can be taught to speak. (We know humans are the ones teaching.)
• The action is more important than who does it: The boy was bitten by a spider.

-

Complete the sentences using the passive form of the verb provided in parentheses.

1. Every year, thousands of cats and dogs (simple present: abandon) are abandoned by their owners.
by a group of animal activists. They
2. Recently a celebrity wearing a fur coat (simple past: attack)
to wear whatever she wants.
say wearing fur is cruel. The celebrity says she (should I allow)
3. In the last forty years, almost 20% of the Amazon rain forest (present perfect: cut down)
so
there . Scientists fear that another 20% of the forest (simple future:
that cattle (can I raise)
destroy)
by 2030.
4. A millionaire recently died, leaving all her money to her pet dog and nothing to her children. Now her wishes
by the family. They say it is unfair that a dog (simple present:
(present continuous: challenge)
treat)
better than a person.

What should be done about the issues in Exercise B? Work with a partner to find at least one solution
for each issue. Then share your ideas with another pair.

, ________
Eve
grs,

tr:er,;v.,,��their�.
",,....,•. ,.. • ·

,

"'rr

·,

( I think the owners should be found and fined!

In the Wild

99

The Democratic
Republic of the Congo

habitat the natural environment in which an
animal or plant normally lives or grows
primate a type of mammal that includes
humans, monkeys, and apes

A
H

You are going to hear an interview with

a man who works with bonobos,

a type of ape. Look at the photo below. What do you know about this
animal? Can you guess any of the answers to 1-4 below? Discuss with
a partner.

Bonobo Fact Sheet
1. Country of origin in Africa: ------------2. How similar to humans:

probably, it's hard to say for sure, I think so, it
hasn't been proven. They are used to signal that

a person is not 100% certain about something.

part of the interview and do the following:

1. Complete items 1-4 above. Write only key words and numbers.
2. Then ask a partner: Which items are facts? Which are possible but haven't been proven? How do you know?
Dr. Stern is going to describe a bonobo named Kanzi. Read the summary below. Then listen.
Complete each blank with no more than three words.

Scientists are studying Kanzi because he's the first bonobo to learn to
. T he most surprising thing is that he wasn't
(1)
to use language. He learned it in the same way
(2)
do: he heard scientists talking to (4) _____
(3)
with people. Today,
Later, he tried to use words to (5)
Kanzi can understand (6) _____ of spoken words and
communicates with people using a (7)
. He also plays
(8) ____

D

••

Discuss the questions with a partner.

1. How is Kanzi special? If you could ask him a
question, what would it be?
2. Do you think capturing and studying animals like
Kanzi is useful or cruel? Explain.

100

Listening for probability
Listen for words and
expressions like possibly,

Unit 9

Mammoths were a relative of the
elephant that became extinct
about four thousand years ago.

clone a genetic copy of an animal
that has been made in a lab
using the DNA of another animal

A

On your own, read the three situations.
Come up with as many reasons for and
against each situation as you can. List
your ideas.
1. Ana is moving to another city and can't bring
her dog with her. T he pet needs a new home or it
will be taken to an animal shelter. George has been
thinking about getting a dog for some company and
to encourage him to exercise more. However, he lives
alone in a small apartment and tends to work long
days, so the animal might be alone a lot. Should he
take the dog7
2. Liz recently saw a movie that showed how animals are
raised for food and she was shocked by how the animals
were treated. Because of this, she's thinking about becoming a
vegetarian. Should she?
3. Using cloning technology, scientists say that it is possible to bring back
extinct animals, including those that died out recently (like some species of
tiger) as well as those that became extinct thousands or millions of years ago (like
mammoths or dinosaurs). Some of these animals would be kept in zoos; others would be
released into the wild. Should scientists do it?

••
B

Get into a group of four people. Follow the steps to discuss the situations in Exercise A .
1. Take ten small pieces of paper. Write "Yes" on five pieces and "No" on the other five. Shuffle the papers and
place them face down.
2. Take nine small pieces of paper. Write the number 1 on three pieces. Do the same with the numbers 2 and 3.
Shuffle the papers and place them face down next to the other pile.
3. One person starts. Turn over a paper from each pile.
•

1, 2, or 3 is the situation you will speak about. Yes or No is the answer you will give to the question.

•

State your answer and give a reason to support it. using one of your for or against ideas from Exercise A.
You cannot repeat a reason already given.

•

If your group members think you have given a good reason. you get a point. If you don't give a good
reason or can't think of an answer, it's the next person's turn.

•

When you finish, return the papers to the bottom of each deck.

Play until everyone has answered as many questions as possible. Who has the most points?

No, he shouldn't take the dog. It's cruel for a pet to be left alone all
day in a small apartment. No animal should be treated like that.
In the Wild

101

A
"

Cover the Quick Stats to the right and try to answer the questions with a partner.
Then check your answers.
Quick Stats: Elephants
1. How many years do elephants usually live?
2. How long do male elephants stay with their
mothers? How about female elephants?
3. Are elephants endangered?

*poacher a person who illegally catches and kills an animal

B

1. Average life span in the wild: seventy years
2. Female elephants live in family groups called
herds. Males stay with the herd until they are about
14; female relatives stay together for life.
3. Many are killed by poachers* for their ivory tusks
and by farmers protecting their land. Some species
are endangered.

Read the title of the article, look at the photos, and read the outline below.
1. What do you think the Wildlife Trust in Kenya does?
2. Read the article to check your answer. Then complete the outline with information from the reading.

The David Sheldrick Wildlife Trust in Kenya

.

WHAT IT DOES

The Wildlife Trust raises orphan baby elephants until they are _________ to the wild.
To date, it has returned over
elephants to the wild.
HISTORY

The Wildlife Trust was started in 19_ by-----"---­
HOW IT WORKS

Orphan babies arrive at the ____ in Nairobi.
who stay with them ____ a day.
Babies are cared for by
When elephants are
. years old, they are------------Keepers reintroduce elephants to the ____ over----------Final goal: Elephants join-�-----------------­
THE BENEFITS

The work keeps elephant numbers from decreasing.
It maintains _________________________

c
J:
D

J:
102

What are some ways that humans and elephants are
similar? Underline ideas that you find in the article. Did
any of this information surprise you? Tell a partner.
Using the outline, summarize for a partner what the
David Sheldrick Wildlife Trust is doing in Kenya and why
this work is important. In your opinion, what else can
be done to help?
Unit 9

J}l

10

20

It's feeding time for the baby elephants at the David
Sheldrick Wildlife Trust in Kenya. Here, orphan 1
elephants from all over the country are raised until they
are strong enough to return to the wild. Most of them
have lost their mothers and other family members to
poachers or farmers protecting their land.
Moved2 by the suffering of these animals, a woman
named Daphne Sheldrick started a nursery3 in Nairobi
for orphan baby elephants in 1987. She named the
project after her husband. Prior to this, she had cared for
many of Kenya's native animals, but none interested-or
challenged-her as much as the elephants. ccElephants are
very human animals;' says Sheldrick. ccTheir emotions
are exactly the same as ours." In fact, studies now show
that structures related to memory, self-awareness, and
emotion in the elephant brain are very similar to those
in humans. When young elephants arrive at the nursery,
explains Sheldrick, ccthey've Jost their families, and they
come here filled with sadness and fear:'
Enter the caregivers at the Nairobi nursery. With
humans acting as their mothers, orphans are cared for by
people called cckeepers" who stay with them twenty-four
hours a day. The other young elephants at the nursery
help, too. Like humans, explains Sheldrick, ccthey are
extremely social animals. Whenever we get a new baby
here, the others will come around and lovingly put their
trunks on its back to comfort it. They have such big
hearts:Âˇ When they are about 2, elephants are moved
to a rehabilitation center in Tsavo National Park. Here,

Jo keepers slowly reintroduce the animals to the wild over
several years, encouraging them to join one of the park's
elephant families.
To date, Sheldrick's team has returned more than
a hundred orphan elephants to the wild. The work being
done not only hďż˝lps to keep elephant numbers from
decreasing; it has also helped to maintain the well-being
of existing elephant populations. "The loss of older
elephants;' says one scientist, "and the extreme stress of
seeing their family members killed, negatively influences
40 a young elephant's normal development:' When orphan
females become adults, for example, they are less likely to
care for the young properly. Male elephants become much
more aggressive, which can also make them more of a
danger to humans. When the young elephants are raised
by stable4 adults, however, these behaviors disappear.
Even after adult elephants have joined a new family
in Tsavo National Park, some still come back to visit
their human caretakers. In December 2008, Emily, a
female that came to the Nairobi nursery in 1993, arrived
so at one of the rehabilitation centers one afternoon. "She'd
given birth the day before, about a mile away;' recalls
one keeper. ccShe brought the baby here to show us her
newborn:Âˇ Even with a new life and family of her own,
Emily-like other elephants-still remembered those at
the Wildlife Trust who had loved and cared for her.
1 orphan a child or animal whose parents are dead
2 moved influenced emotionally
3 nursery a place where the young are cared for
'stable calm, responsible

In the Wild

103

..LOSS RV
allows you to locate or follow people or things
alert a warning, an alarm
on Earth
anesthetic a drug that stops pain or causes you . intercept to interrupt and stop something from
happening
to fall asleep
tag (noun) a device attached to someone or
collar (noun) an item that an animal wears
something that sounds an alarm; (verb) to put
around its neck; (verb) to capture an animal
a tag on someone or something
GPS (global positioning system) a tool that
A

•

Work with a partner and do the following:
1. Explain what you already know about elephants. Why are so many of them being killed?
2. The title of the video is Saving Elephants from Harm. Watch the entire segment once through with the
sound off. Then try to answer the questions.
a. The people in the video are in Kenya. Who do you
think they are?
b. What exactly is being done to "help save elephants
from harm"?

B
•

Did you know?

Elephants live in a group called a herd. The
female lead in an elephant herd is called a
matriarch. Everyone in the herd follows her.

Read the paragraph below and try to predict some of the answers based on what you've seen. Then
watch segment 1 of the video with the sound on and complete the summary. Finally, use it to answer
questions 2a and 2b in Exercise A again with your partner.
and
lain Douglas-Hamilton and David Daballen locate and then follow a herd. lain is in an ( 1)
. When they identify the female to be (3)
, they shoot her. The
David is on the (2)
minutes to
anesthetic drug causes her to fall down. Once she's unconscious, the team has only (4)
with Douglas-Hamilton by sending an
attach the (5)
. It will allow the elephant to (6)
to a cell phone via text message.
(7)

C

Watch segment 2 of the video. Then match an item (1-4) with an action (a-d).
How geo-fencing works
1. An elephant
2. The GPS in the collar
3. The server
4. A person

D
•

104

a. gets it and stops a herd before it
reaches a human settlement.
b. sends an alert to a list of
recipients.
c. crosses a virtual fence line.
d. sends a text message (SMS)
to a server in Nairobi.

Using the photo and your answers in Exercise C, explain to a partner how geo-fencing works. How
does geo-fencing benefit the local people and hel·p save elephants from harm?

Unit 9

pesticides chemicals put on plants to kill insects

A

Get into a group of three. Each person should choose one of the

â&#x20AC;˘

animals featured on t his page. Then follow the steps.

1. On your own, read about your animal.
2. Explain to your partners in your own words the animal's current
status and why people are concerned about this. Discuss what you
think can be done about the problem.

Name: Siberian Tiger
Status: For years, tigers have been hunted for their fur and body parts (which
are used in some cultures' traditional medicines). Their numbers have also
been seriously reduced by the destruction of their forest habitat. Today, only
400-500 Siberian tigers-the world's largest cat-can be found in the wild.
Why the con'cern: Animal activists worry that the Siberian tiger may
become extinct. In addition, because the tigers' habitat is being destroyed,
it is harder for them to hunt. Though these tigers tend to avoid humans,
they will attack and eat people if they can' t find food.

Name: American Bumblebee
Status: According to a recent study, bumblebee numbers in the United
States have dropped dramatically in the last twenty years. Some species
have decreased by almost 96%. What's causing this? Climate change,
pesticides, or something else-scientists aren't sure.
Why the concern: Domesticated bees are used to pollinate plants
that give us many foods. Without the bees, less food will be produced ,
resulting in higher costs for consumers. Jobs are also at risk.

Name: Bottlenose Dolphin
Status: Though not listed as endangered, these animals are hunted
worldwide for meat. Others are captured and sold for large amounts of
money to aquariums around the world and used in animal shows.
Why the concern: Studies have shown that dolphins are not only playful,
social animals, but that they are quite intelligent. Protesters argue that it is
cruel to kill or cage an animal as smart as a dolphin.

B

â&#x20AC;˘

Imagine t hat you and your partners work for an international o rganization
that will donate money to help one of the causes above. Which one would
you give the money to? Why? Explain your r eason to another group.

( World Animal Day

Create an Informational Brochure

A student created the brochure below to raise a wareness a b out k oalas for World Animal Day.
Read the brochure. Then discuss the questions with a partner.

A

J:

...

1.
2.
3.
4.
5.
6.

What kind of headline did the writer use? (See the Writing Strategy on the next page.)
Describe the image. Why do you think it was chosen? Do you like it?
Does the background information explain clearly why this animal is in trouble?
Which fact makes the strongest argument for helping the koala?
Is the call to action written clearly? What is one more thing you could do to help?
Overall, do you like the brochure? How would you improve it?
iiiillilililiiiMli�� Though they can be seen in
zoos all over the world, in the wild koalas can
be found in only one place on Earth: the forests
of Australia. For years, these unique animals
were killed for sport and for their fur and
almost became extinct. Fortunately, hunting
koalas is now illegal. Protection programs
have also introduced them into the wild again,
which has helped their numbers to increase.
Unfortunately, the koalas' natural habitat is still
threatened as human populations expand into
their forested land. Many koalas also die each
year when they are hit by cars or are attacked
by domesticated dogs that people keep as pets.

-

' Use an attention­

grabbing sentence
that uses one of the
writing strategies.

l

-- ---�

,...

Use images that grab \
your readers' attention.

I

Include a call to
action that tells

people what to do.

B

When: October 4
Why: to appreciate and learn about animals;
to raise awareness of endangered animals

JI

Support or become
a member of an organization like the World
Wildlife Fund (WWF). Visit the site to learn
more about how you can help.

• Although it looks like a cute
little bear, the koala is actually a kind of animal
called a marsupial. Female marsupials carry
their babies in a pouch on their stomach.
• For the koala, the tree is life. They live and
sleep in trees, they eat tree leaves., and they get
most of their water from the leaves they eat.
If the Australian forests disappear, so will the
koalas.

Work with a partner. You're going to create a brochure that raises people's awareness a b out an
animal issue of y our choice. Choose one of the animals in this unit or think of y our own . Then design
y our brochure. Remember that it should have:
• an attention-grabbing headline.
• one or two' compelling images.
• background information explaining what the issue is and two to four brief facts that will get people to care.
You can use information you learned in this unit.
• a clear call to action that tells people what to do.

106

Unit 9

Writing
Strategy

Getting a Reader's Attention When we write something-a brochure, a story, a news
article-we want to get our readers interested in the subject matter immediately. One way
to do this is to use an attention-grabbing headline or opening sentence.This might be ...

• a question that makes you think: Does having a pet make you healthier?
• an interesting, surprising, or shocking fact: In the last twenty years, 96% of these bees have vanished.
• an emotional appeal: Adopt a dog . .. save a life.

C

U

Exchange your brochure with another pair. Read their brochure and then answer questions 1-6
in Exercise A about it.

Monkey freed from
zoo by keeper, still
hunted by police

_J

Drowning surfer I Critics and supporters ,
rescued by dolphins battle as bullfighting
happy to be alive _J banned in Barcelon�

-

___,--.

_______ ___,..,,.-

A You are going to create a minute-long TV interview with a partner. Choose a news headline and,

U

using it to help get you started, do the following:

Student A: You are the person from the news story (the zookeeper, the surfer, the critic or supporter of
bullfighting). You're going to be interviewed by a TV news reporter about your experience. Work with your
partner to invent a story. Think of answers to his I her questions that tell your story in a memorable way.
Student B: You're a TV news reporter. Think of five or six questions that you can ask your partner about his I her
experience. If your interview is interesting enough, it will be shown around the world.

B

Jll

You say that while you were surfing, you were
Get together with another pair. Do your role-plays for
ctl?
each other. After you listen to the other pair's interview,
answer the questions.
•

Who was being
interviewed? What
happened?

•

Did the person tell an
interesting story? Do you
think the story will be
shown around the world?

"
c

Change roles and repeat
Exercises A and B.

Rank how well you can perform these outcomes on a scale of 1-5
(5 being the best).
____ use different forms of the passive voice
____ use an outline to summarize ideas
____ raise people's awareness about an issue
____ write strong sentences to capture your readers' attention
In the Wild

affect to influence or cause something to happen
change your mind to change your decision or
opinion about something
concentrate to pay close attention to something
effect the result or change that one thing causes
in a second thing
figure out to discover an answer or a solution
to a problem

hesitate to not speak or act for a short time, usually
because you are uncertain about something
process to review and consider information in order
to understand it
rational logical, reasonable
react to respond or act in a certain way because of
something that has happened
regret to feel very sorry about the outcome of something

A
••

Look at the photos below. What are the
people trying to do? Tell a partner.

How much do you know about the brain
and decision making? Complete each blank
with a word from the word bank. Did any
information surprise you? Tell a partner.

••

· .•

\

,,

,',)1.·,·"
v�

.

', "",\;,,,· .,

v

.·..·

.

,.,;,r,,:,�:-ii,:r;:1·

.' ....

I ,./, · , , ,�· '"� ,..,.,

Match each phrase with its definition:

..�

make up your mind

tell others honestly how you feel
remember

speak your mind

decide to do something

keep (something) in mind

Did you know?
Your brain is able to
large amounts
(1)
of information at speeds of
200 miles (322 km) per hour!
That's faster than a
supercomputer.
When we have too many choices, it can be difficult to (2) _____
which one is best. In a situation like this, we often hesitate, change our
mind many times, and then regret the choice we made!
A lack of sleep not only
affects our ability to make
decisions; it also makes it hard to concentrate and
(3)
quickly. People who don't get enough sleep have a big
(4)
on road safety, for example. Sleepy drivers cause over
(5)
100,000 car crashes a year!

C
••

Complete the sentences with the words that describe you. Then explain your answers to a partner.
Do you have anything in common?
1. When I have to make an important decision, I usually react quickly and make a choice I take my time so
I can make a rational decision I change my mind several times before I decide.
2. I often I sometimes I rarely regret the decisions I make.
3. A lack of sleep often I sometimes I rarely affects my ability to concentrate in class.

110

Unit 10

A

••

Max is a college student who needs money for
school. Read the advice he gets and then answer
the questions with a partner.

Sam: You could get a part-time job in the evenings.
Max: Great idea. If I .d.Q that, I'll have enough mo
Jess: If you had a scholarship, you would have
enough money.
Max: I know. I don't have a scholarship yet, but I'm
planning on applying for one.

1. Look at the two bolded sentences. What does each describe:
a possible future event or an imaginary situation? Write the sentences in the chart below.
2. What do you notice about the underlined verb forms?

I

--

--

The Conditional

O With possible (real) future events
-·
if clause
, r,esult clause
�

• With imaginary (unreal) present situations
result clause
if clause

O This form of the conditional 1s used to make pred1ct1ons and talk about possible future events.
The verb in the if clause is in the simple present. In the result clause, the verb is in the simple future.

8 This form of the conditional is used to talk about imaginary present events. The information in the
if clause is not true right now. The result clause describes an imagined result.
The verb in the if clause is in the simple past. In the result clause, would{n't) + verb is used.
L Note: be_.. were for all subjects in the if clause: If I I you I he� the teacher ...

1

----,-,..-----�

B

••

C

••

Complete the sentences with the correct word(s). Then explain your answers to a partner.

1.
2.
3.
4.

If the teacher is sick tomorrow, we won't I wouldn't have class.
We'll go to the beach this weekend if the weather is I will be nice.
I'm broke, but if I have I had a lot of money, I will/ would start my own business.
I will/ would travel to the year 2100 if I have I had a time machine.

Complete each item with your own ideas and discuss your answers with a partner.

1.
2.
3.
4.
5.

6.

If you-------------------------, you'll probably get a good job.
You'll score high on the TOEFL if you------------------------If you drink too much coffee before bed, you----------------------If you miss more than a week of this class, ----------------------If I were---------------· I would(n't) ---------------

a. three weeks; the original packaging
b. a month; a receipt
c. two weeks; a receipt

5. Will the man be able to get a full refund in the store?
a. Yes
b. No
c. It's not clear from the conversation.
Conversation 3
6. The man and woman
a. can' t figure out when to meet
b. are studying together from
4:30 to 6:30
c. may or may not meet later today

B

O

7. When the woman suggests meeting at 4:30,
the man hesitates because
a. he's made other plans
b. he has class
c. he wants to invite someone else

Read the sentences below. Then listen again, paying attention to each speaker's intonation. Choose
the best answer for each one.
1. Conversation 1 The woman says I can't wait because she is I isn't looking forward to her class.
2. Conversation 2 The man says Oh, that's great at the end, because he's pleased I annoyed.
3. Conversation 3 When the man says Uh, yeah ... maybe he means I'm not sure I Yes, I think so.
4. Conversation 3 The woman says Oh, well ... have fun because she's unhappy I happy with the
man's choice.

-.;;:

112

Unit 10

Answer

J If you invited someone to do something (study together, see a movie) and the

"( person said "maybe," would you expect the person to go with you?

hang out with the wrong crowd to spend time with bad people
A

••

B
••

If a friend of yours started doing poorly in school, what would you do? Explain your choice to a partner.
a. I'd ask what was going on and give some advic�ven if he/she didn't want it. I always speak my mind.
b. I'd talk to my friend, but I'd only give advice if I were asked for it.
c. I'd probably wait for my friend to talk to me. His I Her problems are none of my business.

Read the situation below with a partner. Then choose roles and create a
role-play. Perform your role-plays for another pair.
You and your twin sibling (brother or sister) attend a very well-known
and expensive private school. You each receive a scholarship to go there, but must
maintain good grades to keep it. Your twin used to be a really good student. but
recently started hanging out with the wrong crowd and studying less. His I Her
grades are beginning to suffer.You can't figure out what to do, but you're
worried that if your sibling doesn't concentrate on school, he I she will lose
the scholarship. You're also worried your parents will be angry with you
for not helping your sibling.
You want to find out what's wrong and persuade your twin to start
doing better in school. Use the conditional to ...
• make some predictions about what will happen if he/she doesn't make
some changes.
• brainstorm some possible solutions to his/her problem.
STUDENT A

r

It's true: you're staying out late with your friends, and
during the day you're having a hard time concentrating. It's affecting your
grades, but you like hanging out with these people. It would help if you
had a tutor, but you're not sure if your parents can afford one. You're also
hesitating about asking for help because everyone compares you to your
twin-who's good at everything.Sometimes you think maybe you'd be
happier if you went to a different school.
Respond to your sibling's predictions and suggestions and explain
how you feel.
STUDENT B

Yeah, but I'd also never have any fun.
I'm tired of studying all the time.
Decisions, Decisions

113

A

••

Read the title and subtitle and look at the photo. What do you
think this reading is going to be about? Tell a partner.

B

Read the article. Then answer the questions with a partner.

••

1. According to paragraph 1, what happens to us during our teenage years?
2. In paragraphs 2 and 3, the author describes two factors that increase
our tendency to take risks during our teen years. What are they?
3. Does the author think these two behaviors are mostly good or bad? Why?

C

Choose the correct option for each item.
1. If something or someone is maturing (line 5), it is developing I reducing.
2. If you're eager (line 16) to do something, you really hate I want to do it.
3. Your peer (line 28) is someone who is your own age I older than you.

The prefrontal cortex - the
part of the brain involved in
making decisions, controlling
our emotions, and planning
for the future-isn't fully
developed until we're 25.

;---------------------,

4. If you impress (line 43) someone, you cause the person to dislike I admire you. ;' ir- = not
\
�' What does irrational mean? )
D

Study the Reading Strategy.
Then complete the cause I effect
charts with information from the
passage. Use no more than three
words per blank.

'-����-�----�---------�

Reading
Strategy

Cause and Effect In the article, the writer examines the
cause I effect relationship between the brain and behavior.
A cause I effect essay answers these questions: Why does
something happen? What is the result of that event? As you read, think
about these questions to help you identify key details.

A friend watches you play a video game.
You want to get your peer's ______

You drive------

You _ ______ red lights.

You get into a car
accident.

You do well and get extra points.
You ______ your friend.

E

••

Use the charts in Exercise D to answer the questions with a partner.
1. During our teen years, why are we so eager to experience new and exciting things? How can this benefit us?
How can it be dangerous?
2. Peer approval is very important to us when we're teenagers. Why? How does the author use the video game
to explain this?

How important is peer approval to you? Do you care a lot about what others think?
114

Unit 10

For years, scientists believed that human brain
development was completed by the time we were 10 or
11. Recent studies, however, show that during our
teenage years, our brain-especially the prefrontal
cortex-is still maturing in important ways. When we're
teenagers, our decision-making ability is developing and
we're learning to make good choices. At the same time,
we're more likely than ever to take risks. Is this normal?
Scientists who study the brain say "yes." In fact, they
10 believe that risk-taking and other "irrational" behaviors
may actually help teens to become successful adults.
Take, for example, the teenager's love of thrills. We
all like new and exciting things, but never as much as
we do during our teenage years. During this time of our
lives, say scientists, our brains produce chemicals that
make us very eager to experience new things-the more
exciting, the better. Although the need for excitement
can lead to dangerous behaviors (like driving a car too
fast and getting into a car accident), it can also generate
20 positive ones. The desire to meet new people, for
instance, can help us make friends, which usually makes
us happier and more successful in life. Taking risks and
trying new things can be challenging or even dangerous,
but this behavior can also lead to useful experiences that
will benefit us as adults.
Psychologist Lawrence Steinberg created a video
game to explore an important factor that affects typical
teenage behavior: the intense need for peer approval. 1 In
the game, players try to drive across a town as quickly

30

as possible. Along the way there are several traffic lights.
Some lights turn from green to yellow as you approach
them. You must make a decision: should you slow down
and prepare to stop when you see the yellow light or speed
up and try to go through the light before it turns red?
If you get through the light before it turns red, you get
extra points. If you fail, you lose time and points. When
teens played the game alone, they took as many chances
as adults. When a friend came into the room to watch,
though, the teen almost always tried to go through more
40 red lights. Their goal: to get more points and impress their
friend. Adults who took part in the experiment, however,
drove no differently with a friend watching.
Why did the teens react this way and try to impress
their friends? We enter a world made by our parents, say
scientists. But we will live most of our lives and succeed
(or not) in a world run by our peers. Therefore, it is
important that we are accepted-and respected-by that
group, even if it means taking some risks to fit in.
. Anthropologists2 have found that almost all of the
so world's cultures recognize the teenage years as a time
during which people seek excitement, take more risks, and
struggle for peer approval. Doing these things can help us
become successful, independent adults. But, say scientists,
we must also learn that our actions can have serious
consequences and find a balance between the two.
1 approval support or praise; respect
anthropologists scientists who study people, societies,
and culture

2

Decisions, Decisions

115

A
•

Read the definition of peer pressure. Have
you ever felt pressured to go along with the---'--..,....,.......,.���
group even when you didn't want to? Tell
a partner.
,

' ..
I

If you do something because of peer
pressure, you do it because other people
in your social group are doing it.

B

Read each situation and think about your answers
to the questions .
1. You have a close friend that your other friends don't like. You're having
a party at your house this weekend. If you invite your good friend, your
other friends will be angry with you. If you don't and your close friend
finds out, he/she will be hurt. What would you do it ...
a. you were in this situation?
b. you knew your close friend wouldn't find out about the party?
2. You're assigned to work on a group project with three other people in your English class.You have to agree
on a topic. One person suggests an idea and everyone else seems to like it. What would you do if ...
a. you had a better idea?
b. you were new in the school and the most popular person in your class suggested the original idea?
3. Your cousin is a compulsive shopper: the minute he gets money, he spends it. Recently, he lost his job and
he's asked you for a loan.You have the money but don't want to loan it to him.What would you do if ...
a. your other relatives started pressuring you to change your mind?
b. you found out that your cousin just bought himself a new cell phone and laptop?

C

•

Take turns asking and answering the questions in Exercise B with a partner. Explain your reasons
for your answers . What factors most influenced your decisions? At the end, rate yourself and your
partner on how affected by peer pressure you each are. Do your ratings match?
Peer Pressure Ratings
•

Approval addict Peer pressure affects you a lot; your decisions tend to be strongly influenced by the group.
You need their approval!

• The in-and-out crowd Sometimes you're influenced by others' opinions, but you also have a mind of your
own and don't always give in to peer pressure.
• Independent forever You're not affected at all by peer pressure. You think for yourself and speak your mind,
whatever the consequences might be.

D

•

116

With your partner, come up with your own question about peer pressure (like the ones in Exercise B).
It can be about friends, family, school, or work. Then exchange your question with another pair.
Answer the question you get.

Unit 10

appropriate the correct thing to do
cognition a mental process used to think about things
inclination a feeling that makes you want to act in a
certain way

A
•

intuition (adj. intuitive) a feeling that something
is true even when you have no proof of it
plea an emotional request
rudimentary simple, basic

Read the information below and then ask a partner: Who is Tyler and what kind of research project
is he participating in?
At Princeton University in the United States. neuroscientists (people who study the brain) are doing
research. T hey want to find answers to these questions: When we are faced with a dilemma (a difficult
choice), how do we decide what to do? Which part(s) of the brain do we use to make our decision?
Tyler, the research subject, is put into a machine called a scanner. Tyler will look at some pictures and
he will be asked some questions. T he scanner will record his brain activity.

B

19
•

C

Watch segment 1 and answer the questions. Check your answers with a partner.
1. What decision does Tyler have to make? Summarize it in two or three sentences.
2. What do you think Tyler is going to do?
3. If you were in this situation. what would you do? Why?
Watch segment 2. Then mark the correct answers.

� 1. The majority I very few of the people who
participated in this study would I would not
help the woman.
2. When we're faced with a dilemma, there's
increased activity in which part(s) of the brain?
Mark your answer(s) on the image.
3. The findings from this study suggest that we're
more likely to help __ .
a. an attractive person than an unattractive one
b. a woman in danger than a man in danger
c. someone nearby than someone far away

BRAIN MAP
EMOTION ANO
PERSONALITY
MOVEMENT

SPEECH
SIGHT
SMELL
BALANCE AND
COORDINATION
HEARING

D

•

Discuss the questions with a partner.

fri

FRONTAL LOBE
PARIETAL LOBE

JI OCCIPITAL LOBE

}

�
�

TEMPORAL LOBE
�
1. What does this study teach us about how we make decisions to help others?
2. Tyler's decision to help the woman was based on "an intuitive emotional response." • CEREBELLUM
.-q BRAIN STEM
How is using your intuition to make a decision different from using reason?
3. In what situations might you rely on your intuition to make a choice?
4. Do you think our intuition can help us make good decisions? Why or why not? Do you tend to rely more on
your intuition, reason, or both when you make important choices? Why?

Decisions, Decisions

117

Showing Cause and Effect
A
••

Read the scenario below and then one student's response to the question. What does he decide
to do? What reasons does he give? Tell a partner.
You've been accepted to two universities. One is based in a small city near your hometown, where you're now
living. Another is over 400 km away in a big city. Below is some information about the schools.

I School in the big city

School near your hometown
• You'll live at home in your own room.
• You'll be living in your hometown where everything
is familiar.
• All of your friends are going to this school, so you'll
still see them all the time.
• Classes will be small and you'll get lots of attention.
• Your school will be a local college where you'll get
a good education.
• Tuition is affordable and you'll save money because
you'll be living at home.
• Your parents prefer this college.

live in a dorm with two roommates.
II •• You'll
You'll be living in a big city that you've never been

to before.
• You won't know anyone, so you'll make new
friends.
• Classes will be very large.
• Your school will be a prestigious school where you'll
get a good education.
• Tuition is affordable, but doesn't cover other
school-related expenses.
• Your teachers prefer this college.

Question: If you were in this situation. which school would you attend? Which factors would affect
your decision the most?
Response: If I were in this situation, I'd probably go to the local school for two main reasons. First,
it would be cheaper. When you go away to school, you typically eat in the dorm cafeteria, which
costs extra. You also have a lot of living expenses that you don't have when you live at home. It can
get expensive. If I went to a local school. I wouldn't have to pay to live in a dorm. I also wouldn't
need to decorate my room. I'd save money on food, too, because I'd be eating my meals at home.
Consequently, I'd be able to use my money for other things. Another reason I wouldn't move is that I
would miss my friends and especially my family. I'm one of three children and we're all really close. If I
moved, I'd only see my family during breaks. As a result, I'd probably be kind of lonely. If I went to the
local school, though, I'd still see my friends and family all the time. Because of this, I'd probably be
happier and do better in school. For these two reasons, I'd cl;,ioose
to go to the local school.
¥

Think about how you would answer the tjuestioR in Exeq:ise A. Tfler:i
'

1. On a separate piece of paper, list ...
• the school you'd go to.

"

�

' \

ao the following:
'

C

Using your notes, write a paragraph answering the question in Exercise A. As you write, remember
to give two reasons for your choice . Also, explain what effects your choice would have. Use the
information in the Writing Strategy to help you write about causes and effects .

D
•

Exchange papers with a new partner.
Does it follow the instructions in
Exercise C?

•

Get into a group of four. Come up with two "What if" questions together.

B

On your own: Take two small pieces of paper. On each, write a question and your reply using the
conditional (if clause in the past + would). Don't explain your answer, and don't write your nafne.

A

c

•

Writing
Strategy

Showing Cause and Effect Conditional
statements show a cause I effect relationship.
Words and phrases like as a result, because of
this, consequently, and so also describe results.
If I lived in the dorm. I'd probably eat out a lot. (Living in the
dorm would cause me to eat out.) As a result I Because of
this I Consequently, I'd spend a lot of money.

What would you do if you could change one thing about yourself?

Put your two slips of paper in the middle of the desk and mix them up with everyone else's answers .
Then follow the steps.
1. One person should choose a paper from the pile. (If you get your own. choose another.) Read the question
and the reply aloud. Try to guess who said it.
• If your guess is correct, you get a point. You must ask the author one more question about his or her
answer. Then remove the paper from the pile.
• If your guess is incorrect, put the paper back in the pile.
2. Now it's another person's turn. Repeat step 1 until all of the questions have been answered. The winner is the
person with the most points.

Rank how well you can perform these outcomes on a scale of 1-5
(5 being the best).
____ use the conditional to make predictions and talk about
hypothetical situations
____ identify cause and effect relationships
____ identify factors that influence decisions
____ give reasons to justify a decision

Decisions, Decisions

assess to judge or decide the quality or amount of something
consider to think about something carefully
cut off to disconnect
freezing very cold
frigid extremely cold
give up to part with; to let go of
intervene to become involved in a situation and try to change it

look after to keep someone healthy or safe
mild moderately warm
postpone to delay (an event)
recover to become well again
refuse to decline something
take off to depart
tolerate to accept something that you may not like

A

Weather can impact our lives in many ways. What is one way it affects
your daily life? Discuss with a partner.

B

Look at the photos and captions. What do you think happened to
Jerri Nielsen? What risks are involved in taking this type of job?

C

Read Jerri Nielsen's story. Choose the correct verb to complete the
sentences.
Jerri Nielsen
When Jerri was given an opportunity to work on the South Pole, she was so excited
Jerri Nielsen is a physician
that she couldn't (1) recover I refuse the offer. She arrived in Antarctica ready for
who gave up her job to work
in Antarctica as the medical
an adventure and she loved her new job.Halfway through her time on the South
doctor for the Amundsen­
Pole, Jerri was shocked to discover she had cancer. At that point, Jerri (2) assessed I
Scott staff.
postponed her situation.It was too cold for a plane to come and rescue her.Any
attempt would have to be (3) assessed I postponed until the weather became more (4) mild I frigid. Jerri's
employers (5) considered / looked after sending a plane to rescue Jerri, but they canceled the plan because
it was too dangerous. That was when the military (6) cut off I intervened in the situation because they had a
plane that could fly in the (7) freezing I cut off air for a short period of time .A plane flew overhead without
landing and dropped equipment and medicine for Jerri. She took the medicine to treat herself for several
months. At the same time, she (8) looked after I gave up her colleagues as the doctor. And she waited ....
Months later, she was rescued. Upon her return, Jerri received treatment and (9) assessed I recovered from her
cancer. She wrote a book about her experience called Ice Bound.

With a partner, retell Jerri's
Station, Antarctica

Would you ever
give up everything
to move far away
for a job? Would you be able
to tolerate living in a place like
the South Pole, cut off from
everyone else?

[;;lt��An�er
s .·

From February through October,
the temperature stays around
-60 °C. It's too cold for flights to
take off or land. During this time,
the workers there are cut off from
the outside world.

Phrasal Verbs

A phrasal verb is a verbÂˇ+ preposition/particle. Some phrasal verbs are "separable;" the verb can be
"separated" from the preposition/particle by an object (noun or a pronoun). Notice the placement
of the pronoun in the separable verbs. Phrasal verbs have different meanings than the base verb on
its own, as you will see in Activity A.
Some phrasal verbs have
'f'
I Without an object three words. They are always
With an object
inseparable: How much longer
She bounced back do
She gave up her job. I She gave her job up
separable
we have to put up with this
(recovered) from
rain?
She gave up rt. I She gavel! up
her illness.
Every winter I come down with
Other examples: put off, size up, think over
a
cold.
The plane took off
inseparable
She looked after her colleagues.
on a dangerous mission.
!
The doctor looked after them.
Other examples: die down,
Other examples: find out, put up with
A

I pick up, step in

Tam lives in Bangkok. Read his e-mails to his friend Pierre
in Canada. Match each phrasal verb in the reading with
a verb in this list that has the same meaning.
__ assess
ďż˝ became less
__ consider

__ discovered;
learned
__ increasing
__ intervene

__ postpone
__ recover
__ tolerate

October 6 It took me forever to get to the airport, where
I (1) found out my flight was canceled. The winds are (2)
picking up and it looks like it's going to start raining again.
October 7 It rained all night. The winds (3) died down this
morning, so I went out to (4) size up the situation. This is
the worst flooding I have ever seen. I'll have to (5) put off
my trip for a couple of days.
October 9 I haven't been able to write since Internet service has been cut off because of the storm. They're
saying the military is planning to (6) step in to help people with the flooding. I can't (7) put up with drinking
soda and eating noodles much longer. I wonder when Bangkok will be able to (8) bounce back from this storm.
October 10 I'm going to have to cancel my plans to visit you. Why don't you come and visit me in December?
(9) Think it over and let me know your answer.

B

Work with a partner. What do these weather expressions mean? Look up any you don't know. Then
give an opinion o r make predictions about these types of weather. Use phrasal verbs where you can.
torrential rain
boiling hot

a cold spell
a heat wave

scattered showers
snow flurries

I can't put up with boiling hot temperatures. I prefer pouring rain!

pouring rain
heat stroke

I

Rain or Shine

123

A

••

B

0

Look at the expressions below. What do you think they mean? Working with a partner, take a guess.
To describe weather

To describe people

break through
come down
hold off

chill out
freeze up
storm out

Listen to the four conversations. Choose the
answer that completes each sentence.

TIP You might notice that many phrasal verbs
-111111• have more than one meaning. Pick up, for
example, can mean (1) to increase (without an object),
(2) or to lift (with an object, as in pick up a bag), (3) to
physically obtain (as in pick up a newspaper from the
store). or (4) to learn (as in picking up a new language).
Which meaning is used in Conversation 3?

Answer? Have you ever stormed out of
a room? If so, what made you
so upset? What do you and your
friends do to chill out? Think of a time when
you froze up and didn't know what to do.
What was the situation? How did it end?

break down to stop working properly
call off to cancel

A
H

Look at the photos and answer the questions. Work with a partner. Where do you think these images
are from? What do you know about the weather surrounding events like the ones you see here?

dust storm
B
••

hurricane

blizzard

Work with a different partner. You are going to role-play a telephone call, sitting back to back
so that you can't see each other's faces. Follow the steps. Use phrasal verbs in the box in your
conversation when you can.
break down
hold off

call off
put off

chill out
put up with

come down
size up

C

die down
take off

Student A

Student B

Choose one of the photos above. You are on
vacation in that place. Something has happened
and now you have to cancel or change your plans.
Imagine you are calling home to your friend,
Student B. You should tell your partner:

Your friend, Student A, is away on vacation (but
you're not sure where). Suddenly the phone rings.
It's your friend, calling you while still on vacation!
You should ask your partner:

What's happened
What you plan to do next

••

cut off
be snowed in

Where he/she is
How the vacation is going

Switch roles and repeat Exercise B using a different photo .
Student A: There's been a huge snowstorm.
Student B: Is your flight going to take off as scheduled?
Student A: I don't think so. The snow is really coming down.
Student B: What are you going to do?
Rain or Shine

125

batter to hit something with strong force
coastline the boundary between land and sea
defend to protect something against attack

A

II

erosion the gradual removal of rock and dirt
by the weather (wind, the sea, etc.)
shrink to become smaller

Look at the word bank and the photo. Answer the questions
with a partner.
1. What is the video going to be about?
2. What do you think is causing it to happen?

B

Read these sentences from the video. What do the underlined
expressions mean?
1. If we didn't defend, nature would take its course and we'll lose more
land. to take its course= develop naturally I change direction and
come to an end
2. The sea walls themselves are in a sorry state. in a sorry state= in
good I poor condition
3. We simply can't continue to paper over the cracks. to paper ovďż˝r
the cracks = to fix something that is damaged so that it works Âˇ
temporarily I permanently

C

Watch the video. Complete the chart with key words.
1. The problem
Sea is eroding the coastline.
a. The
b. Great Britain is ___
2. Why it's happening
a. The country is gradually tilting: Scotland
___ and England ___
b. Sea levels are rising due to global ___

salt marsh

3. What the government is doing
a. The government is spending a lot of money to ___
the coastline.
b. Most of the money is used for
new sea walls
older ones.
and
4. What they're doing in Essex
a. They are flooding the salt marshes to ___ the coast.
b. They are not building more ___

Do you know of other places in the world that are
slowly disappearing? Why is it happening?

ff>��
�
irLanguage.com

A
•

Get into groups of four. Each student should read
one story and then follow the steps .
1. Take turns explaining your story to the group.
2. What did you find surprising about each story?
Discuss with your group.

O OTTO THE OCTOPUS
The staff of the Berfin Zoo look after many exotic
animals, but none as popular as Otto the Octopus. He has
a special skill. His handlers believe that Otto can predict
when the sea is going to rise. When he floats at the top of
the tank, it means that the seawater will soon be going
up and the waves will be rough. If he sits at the
bottom, the opposite effect will occur-winds will
die down and the seas will be calm. The zoo staff
recently postponed a boat trip to a nearby island
due to Otto's prediction of "bad weather."
6 THE DISAPPEARING CITY

The capital city of Mauritania (a country in West Africa) is
known for its mild weather and central location within the
country. It's also slowly disappearing ... sections are being
\
buried under sand from the nearby desert. After assessing the situation, residents tried
building fences and pouring gasoline on the dunes, but nothing has seemed to work. At this
point, they are used to putting up with the sand, but worried that they are losing their city.
On February 8, 2008, a strange rain started to come down in Kerala, India. As the winds picked up, local
villagers reported that small, moving objects were falling out of the sky during the storm. It didn' t take long
to discover that they were fish! Scientists have some theories but are not sure how this could happen. The
people who experienced it will never forget "the day it rained fish."
O MAKING IT RAIN

Have you ever considered what it would be like to change the weather? In the summer of 2010, scientists
in Abu Dhabi did just that. They used a special machine to create more than fifty rainstorms-some with
strong winds, hail, and lightning-on days when there were clear skies and no forecast of rain. They plan to
keep on using this technology in areas where there is little to no rainfall. Needless to say, local residents were
completely confused.
B
•

These stories might all seem unbelievable, but only one of them is false. Which one do you think it is?
Discuss with your group . Give reasons for your answer.

C
•

Present your choice to the class and explain your reasoning . Your instructor will give you the correct
answer. How many groups guessed correctly?
Rain or Shine

127

A
••

Look at the photo of a tornado and answer
the questions. Discuss with a partner. Then read
the article to check your answers.
1. What do you know about tornadoes?
Tornado Alley,
United States

2. Where and when do they occur most often?
B
••

C

Read the article again. Cross out the one item from each list that doesn't belong. Then check your
answers with a partner.

What the storm chasers How long tornadoes
measure
can last

Where many tornadoes Conditions necessary
for tornadoes to occur
occur

What do these numbers refer to in the reading? Write your answers on a separate piece of paper.
about 1,000
one in five or six

D

a whole day
an hour or more
a few seconds

40%

48 kilometers (wide)

FO (winds of 64-116 kph)

FS (winds starting at 419 kph)

one in a thousand

Read these inferences that are based on information in the article. Then explain why you think
inference is true, based on what you read.

Reading
Strategy

Making Inferences An inference is a conclusion that you
draw about something you read. You can guess something
is true based on the information you have-even when it
isn't stated directly in the article.
Statement: The tornado caused more than light damage.
Inference: On the Fujita scale, the tornado was greater than an FO.
(This is probably true because an FO tornado only causes light damage.)

1. Inference: The storm chasers are driving in a rural area. (paragraphs 1 and 3)
This is probably true because . . .
2. Inference: No one has ever filmed the inside of a tornado. (paragraph 2)
3. Inference: Tornadoes are not easily formed. (paragraph 5)
4. Inference: The path of a tornado is unpredictable. (paragraph 9)

Ask
Answer

128

Unit 11

)

Tim Samaras has a dangerous job. What can you infer from the article about his personality?
( How similar are you to Tim? Would you ever do what he does? Why or why not?

Two cars rush down a nearby dirt road straight at an
approaching tornado. Storm chaser Tim Samaras, a 45-year­
old electronics engineer from Denver, and his partner, Pat
Porter, are in a van carrying equipment used to measure the
tornado's wind speed and direction, air pressure, humidity
(the amount of water in the air), and temperature.
Photographer Carsten Peter hangs halfway out the
window of the other speeding car, which is driven by
expert storm chaser Gene Rhoden. Carsten is excited. He
• wants to be the first person to film a tornado from the
inside of the tornado itself.
The chasers can hear the tornado's jet engine roar
and see it snapping power poles as they travel east past
the local farms and directly into the path of the storm. It
is not too far away, and the winds are picking up.
Tornadoes are among Earth's most violent natural
acts.About a thousand of them happen in the United
States each year, more than in any other country in the
world.Some are weak and last only seconds, while others
• can cause damage for an hour or more.
Forty percent of all US tornadoes occur in the
central plains states, agricultural 1 areas that are mostly
flat.The "tornado season" occurs from March through
July, when cool, dry air from the Rocky Mountains meets
warm, wet air coming up from the Gulf of Mexico.In
such open country you can see entire supercells (a rare
kind of thunderstorm with especially strong winds),
some u large u 48 kilometers wide. Only one in a
thousand thundentorms becomes a supercell. and only
one in me or m superalJs gives birth to a tornado.

Scientists measure tornadoes by the damage they
cause. On the Fujita scale, named after Ted Fujita of the
University of
Chicago, an
FO storm does
light damage
with winds
between 64 and
116 kph. The
worst tornado,
at level FS, does
horrible damage with winds starting at 419 kph.

"Storm chasers" are
people who get close
to violent storms in
order to study and
photograph them.

The clouds in the sky are spinning swiftly, and a
confused bird flies in front of Gene Rhoden's car. And
then a part of one cloud lowers and gathers into the shape
of a funnel. 2 It spins like an angry ghost, no more than
3 kilometers from the storm chasers, looking like an alien 3
has come to Earth. The storm chasers are moving closer to
the storm.
The tornado moves quickly through the fields, where
it's destroying bushes and trees.Tim considers the situation
carefully. He wants to find out all he can about the storm,
but at the same time he must look after his team.
Before he can finish his assessment, the tornado
does something strange.It seems to stand almost still,
and then suddenly ...it takes off, lifting up overhead. It's
as if the sky were pulling a finger back into its fist. The
winds have died down completely. The storm chasers
pull their cars over to the side of the road to take a break.
They've given up the chase for today.
' agricultural the science or practice of raising crops and animals
(farming)
• funnel an object, which has a wide round opening at the top and a
narrow tube at the bottom, used for pouring liquids
• ellen a creature from another planet

A Vivid Description
A

Discuss the questions with a partner.
1. How much does weather affect your daily life?
2. Why is there so much information (in newspapers,
on TV, on the Internet) about the weather?

B

Read Aleksei's essay about how a change in weath-·',·"""""rr.
affected his daily life. What did you learn? Complete ithe _
first column about Aleksei's life i n the chart below.

Where I live, we can have cold temperatures in the winter and gray skies with some snow. It doesn't typically get
too cold, though, and it's usually sunny. That's why I was so surprised one week last February. We had a cold spell like no
other. At one point, the temperature dropped down to -20°C. No matter how many layers of clothing I wore, I couldn't
get warm. It was so frigid that we had to turn off the water because otherwise the pipes would freeze and burst.
To get to school on time, I had to get up early because I couldn't depend on the bus. Usually I take a short bus ride
to get to school, but during the cold weather the bus was often late, so I had to walk to school. When I arrived, I felt so
cold, like an ice cube. That put me in a bad mood. It was too cold to be outside for very long, so I stayed home eviry day
after school. I got a little frustrated and bored. My little sister is cute, but she was always bothering me. She can be as
annoying as a puppy-always running around and making noise.
When the weather finally became more mild, I didn't have to wear as many layers of clothing so it felt as if I had
lost 10 kilos. I hope we don't have another cold spell like that again!

Aleksei
1

typical weather

2. change in the weather
3. impact on getting around
4. impact on home life
5. impact on mood

C

Read the Writing Strategy. Then look back at the
reading on page 129; use the strategy to complete
the sentences below.
Imagine you were with Tim Samaras , chasing a tornado.
1. The weath�r was crazy, like _______
2. I felt as if ______
3. The wind was as strong as ______

130

Unit 11

You

I

I

I
I
I

i r Language.com

Writing
Strategy

Using Similes A simile
is an expression that
compares two things that
the reader is familiar with in an unexpected
way. We use similes (phrases with like, as
if, and as ... as) to make our writing more
interesting and colorful for our readers.
When I arrived at school, I felt so cold, like
an ice cube.
She can be as annoying as a puppy.
I didn't have to wear as many layers of
clothing so it felt as if I had lost 10 kilos.

D

Now write about a time when the weather affected your life. First, complete the second column in
the chart in Exercise B with your information. Then,write your paragraphs. Use Aleksei's essay as an
example. Include two or three comparisons using "like," "as if," and "as ...as."

E

Exchange papers with another student. Read your partner's writing. Does it clearly explain how
weather affected daily life? Does it use similes to create a vivid image?

A

Some phrasal verbs have more than one meaning. Read about these three situations.What does
"break down " mean in each case? Match each usage to its definition below.
1. You are driving in the country
with your friend when your
car breaks down. There is
a thunderstorm approaching
and you realize you've left your
cell phone at home and your
friend's phone isn't getting any
reception.

2. You're studying in London
and it's been a long and cold
winter. You have a friend who
is originally from the Caribbean
who isn't used to cold weather.
You see your friend at school
and ask, "How are you?" Your
friend breaks down and starts
crying.

a. to give in to something; lose control
b. to stop working properly

c.

3. You borrowed money from
a friend to repair your car
windows after a storm. You
recently got paid at work and
were supposed to pay your
friend back but you broke
down and bought a new
surfboard instead. What will you
say to your friend?

to get upset; become emotional

B

Work with a partner. Choose one of the situations and create a minute-long role-play about it. In
your dialog,you must also use three or four phrasal verbs that you learned in this unit.

C

Get together with another pair and do your role-plays for each other. At the end of the other pair's
role-play answer this question: How did they resolve the problem?

â&#x20AC;˘

Jll

Rank how well you can perform these outcomes on a scale of 1-5
(5 being the best).
____ explain how weather affects your life
____ make inferences based on information you have learned
____ understand and use similes
____ use phrasal verbs

Rain or Shine

achieve to succeed in doi'ng something after a lot of effort
beat to win against someone and defeat them in a competition
championship a competition to find the best player or team in
a particular sport
coach a person who trains others to play a sport
commitment dedication to doing something
defend to protect from harm or injury
A

B

get used to to become accustomed to something
in shape fit, healthy
motivation a strong desire or willingness to
do something
obsessed constantly thinking about something
opponent a rival, especially in a game

Look at the photos below and tell a partner anything you know about
these sports.
Read what Derek and Ana have to say about rugby and kickboxing,
respectively. Complete each profile with a word from the list.

self- (combined with

words in descriptions that
relate to a person's own
self). For example: selfÂ­
centered, self-conscious,
self-defense, self-employed.
Find two more examples
in Exercise B.

I'm a huge rugby fan. I grew up watching it with my dad and
have been obsessed with the sport ever since. I played in
of a high
university and now I'm the (1)
school rugby team that has won several national championships. People ask me how
we've managed to (2)
so many of our opponents. Part of it is talent and
to
a team that works well together. But a big part is also each player's (3)
training hard and giving his best every day. It takes a lot of motivation and self-discipline,
but that's what wins a game.
A friend told me that she was taking a kickboxing class and convinced me to join her. At first, every
session was an intense workout, and I'd be exhausted by the end. After several classes,
I got used to the exercises and started doing really well. Not only have I learned
to (4)
myself, now I'm (5)
too, which has really
increased my self-confidence. Studying kickboxing has taught me that you can
anything if you work hard enough.
(6)
C

Discuss the questions with a partner.
1. How did Derek and Ana get interested in their sports?
What are the benefits of each one?
2. Which personal qualities do these sports help people
develop? Add ideas to make a list.
â&#x20AC;˘ Commitment to hard work

3. How can these qualities help you succeed both on and off the playing field?
134

Unit 12

,.::::;.=m:11111111111:1111-=---------1111111111111111111111111111111111111111111111111amm�-----:-:-�---------­
Notice! Some verbs (convince, remind,
tell) can follow more than one pattern.

--

Use reported speech to explain what someone else has said. The verb tense, certain time words
(such as now, last week), and
pronouns can shift in reported speech.
--- ...,,,..,.__..___-"'"'"'===:::;t_------...
- . --Patterns in reported speech:
Notice! Pattern 3 verbs
O verb+ (that) clause: Ana Hid {that) she was taking a kickboxing class.
are often used to ask for
use with verbs: explain, insist, mention, say
something or to give advice
8 verb+ pronoun/noun+ (that) clause: Derek mid me (that) he played rugby.
or instructions.
use with verbs: convince, promise, remind, tell
•verb+ pronoun/noun+ infinitive: Derek encouraged his team to practice more.
use with verbs: beg, convince, encourage, invite, remind, tell
A

--

Study the information in the chart. Then read sentences a and b below and do the following:
In sentence b, underline the pronouns and verbs that shift.
2. Which reported speech pattern (1, 2, or 3) does sentence b follow?
3. Use the verb tell and reported speech pattern 2 to report the sentences in a.
1.

Marta's mother agreed. At 7 7, Marta was offered a spot on the Swedish
women's soccer team Umea IK.

Coach - Marta (convince): "Take the job in Sweden."
6. Her opponents (say): "We've never seen anyone run that fast."
5.

C

111

Work with your class. One person says something about sports or games.
The next person must repeat what that person said using reported
speech and add something new. How long can you keep going?
Marta Vieira da Silva

Naomi said that she played chess. I've never played chess.

*Born in Brazil in 1986
*Soccer's greatest female player
*The female equivalent of soccer
legends Pele and Ronalda
*Is a Goodwill Ambassador for
the UN

adjustment a change
handful a small amount of something
interpreter a person who translates what someone is saying into another language
NBA the professional basketball organiz?tion in North America
recruit to choose and try to persuade someone to work for your organization

A

JI

Professional athletes often play for teams in other countries.
What challenges do you think they face when they move?
Look at the profile of the basketball player below. What
challenges do you think he might face? Discuss in pairs.
Name:
Age:
Years played a professional:
Country currently playing in:

B

u

0
c
0

Jason Jennings (USA)
22
2

China

You're going to hear an interview with a professional basketball player. Listen and answer
the questions below with key words and phrases. Then compare answers with a partner. Use reported
speech to explain what the news announcers said.
1. Why is he famous?
2. Why is he in the news now?
What challenges has Jason struggled with? Listen and mark your answers.
1. Difficult teammates and coaches
2. Missing familiar foods
3. Getting used to the weather

4. Making friends and socializing
5. Being the youngest on the team
6. A lack of privacy

D What did Jason say that made you choose your answers in Exercise C? Listen again and note the key

u

phrases you hear on a piece of paper. Use reported speech to explain your answers to a partner.

0
Discuss the questions with a partner.
In general, how do you think
Jason feels about his first overseas
experience playing basketball? What
did Jason say during the interview
that makes you think this?
What is Jason planning to do next?
Do you think his experience with his
next team will be different?

physical education (PE) a school subject in which
students exercise or play sports

role model someone you admire and try to imitate
violence an act that hurts. injures, or kills people

A Answer the questions in the chart. Then interview three people and take notes on their answers .

;.&

What's the best way to get in shape? Why?
Me

B

••

Partner 1

Partner 2

Partner 3

Get together with a new partner. Report your findings in Exercise A using four of the following
verbs: say, tell, suggest, insist, explain. Which response do you agree with?
Carla explained that the best way
to get in shape was to ...

c

;.&

With your partner, do the following:
1. Choose one of the interview questions about sports
below or come up with your own.
•

Do athletes make good role models?

•

Is there too much violence in professional sports?

•

Do professional athletes make too much money?

•

Should kids be required to take PE in school?

•

Should a person leave school before graduating
to pursue a professional sports career?

•

Is the popularity of video gaming a problem?

•

Your idea:---------------

2. Using the question you chose, interview three people
each. You and your partner should not interview the same
people. On a separate piece of paper, take notes on what each
person tells you. Remember to ask people to explain their answers.
3. Share your answers with your partner using three of these verbs: say, tell, suggest, insist, explain. Then
evaluate all six responses. Which answer was the most common? Which was the most convincing?

D

Al

Summarize your findings. Then share them with another pair.
We asked, "Do athletes make good role models? Most people said ... ,
but one erson had a · r: to in' n. H

What's Your Game?

137

A

You are going to read an article about a Chinese martial art called kung fu. Look at the photos and
then tell a partner anything you know about it.

B

What is the connection of the items below to kung fu? Scan paragraphs 1 and 2 and write your
answers on a separate piece of paper. Then check your answers with a partner.
1. the Shaolin Temple in China the birthplace of kung fu

4. the city of Dengfeng

2. the fifth century

5. movie star, famous kickboxer,
police or military officer

3. self-defense and battle

C

Read paragraphs 3 and 4. As you read, think about the questions below. When you are done, answer
the questions with a partner using your own words.
1. Who is Hu Zhengsheng? As a boy, why did he become interested in kung fu? How have his beliefs
about it changed?
2. Think about the title of the article. According to Hu, what two sides are "battling for the soul of kung fu"?
In his opinion, which one is winning?

D

Choose the correct word(s) to complete each sentence.
1. Adversity (line 31) is a very easy I difficult situation.
2. A person with character (line 33) is I isn't able to deal effectively with difficult situations.
3. If you get revenge (line 37), you try to understand l hurt someone who has hurt you.
4. If a person shows off (line 51 ), he does things to get attention I hide from others.

E

Read the statements. Circle T (for true) if you think Hu would agree and F (for false) if he would not
agree. Underline the information in the article that helped you choose your answers. Then explain
your answers to a partner.
1. A kung fu teacher's main goal is to show students how to fight well.
2. Kung fu films today are too violent and don't focus on the important things.
3. A kung fu master knows many different moves and why each is important.
4. The higher a student's kick or jump, the better at kung fu he or she is.
5. A lot of people today are studying kung fu for the wrong reasons.

Ask
"'

138

Answer

j

Master Yang told Hu that "pride defeats man." What did he
-ďż˝ mean by this? How can learning this lesson help one practice kung
fu more successfully? How can this advice help a person in life?

Unit 12

T
T
T
T

Every year, thousands of tourists from all over the world
visit the Shaolin Temple in China to see the birthplace of
kung fu. It is here, says one popular story, that in the fifth
century, a teacher from India taught a series of exercises to
the monks at the temple. The monks adapted these moves
for self-defense and over the next fourteen centuries used
them in numerous battles.
Today, the Shaolin Temple is just a few kilometers
from the city of Dengfeng, China's modern-day kung fu
10 capital. In Dengfeng there are almost sixty martial arts
academies with more than 50,000 students. These schools
are attended by boys and girls from all over the country
and every social class, ranging in age from 5 to their late
20s. Some arrive hoping to become movie stars or famous
kickboxers. Others are motivated to learn skills that will
get therri good jobs in the militar y or police. A few are
sent by their parents to learn discipline and hard work.
*******************

Hu Zhengsheng owns and runs a small school
outside Dengfeng. At age 33, Hu has a handsome
20 face and projects a confidence won through years of
physical and mental testing. Unlike the big kung fu
academies, which focus on acrobatics3 and kickboxing,
Hu teaches his 200 students the traditional Shaolin
kung fu forms that his teacher, Yang Guiwu, passed on
�t

A Buddhist monk

,

to him. Fighting is not the most important lesson of
kung fu, Hu explains. He doesn't agree with how kung fu
is often shown in the movies-a celebration of violence
that ignores the more important teachings of respect
for one's opponent. Instead, in his classes, Hu focuses
30 on respect and responsibility. In each of his students he
looks for a willingness to welcome adversity-getting up
before sunrise, practicing in the rain-using it to control
themselves and build character.
From his own experience Hu knows that one's
idea of kung fu can change as a person matures. When
he was young, he was obsessed with kung fu films and
dreamed of using the moves to get revenge on bullies4
in his village. At age 11 he entered the Shaolin Temple
and was later introduced to his teacher Yang Guiwu.
40 "When I met my master, I already had memorized many
traditional moves;' Hu says, "but he taught me the theory
behind them-not just how to do something a certain
way but why: He explained why I must move my arm a
certain way. Why my weight must be on a certain part
of my foot:' Hu stands up to demonstrate. A strike5 with
your hand, he explains, is like a chess move. You hit the
other person, but you are also prepared for how he will
respond. Hu pauses. "Shaolin kung fu was not designed
to entertain audiences or to attack schoolyard bullies:·
60 There are no high kicks or jumps, he explains. A kung fu
master doesn't show off. Pride6 defeats man and makes
him weak, teacher Yang had told Hu as a boy. "It is hard
for me to convince my students of this, though;' he sighs.
Today everyone studies kung fu to achieve something.
Hu worries that the real meaning of studying this martial
art, to learn about oneself, is being lost.
• battle a violent fight
2 soul the spirit or most important part of something
a acrobatics difficult physical acts such as jumping high and balancing
4
bully someone who uses their strength or power to hurt or
scare others
II strike a hard hit using your hand
• pride a feeling that you are better or more important than others

What's Your Game?

139

ascent a climb
ledge a narrow stand outside a window where you
can put things

A Alain Robert is often called "the French 'Spiderman'.

a1!111

Look at the photos and watch the video once with the

sound off. Then discuss the questions with a partner.
•

B

What does Alain Robert do? How does he do it? Why do you think he does it?

Read the statements. Then watch the video again with the sound on and mark the true statements.
When you're done. correct the false ones so that they are true.
Alain Roberts
Alain Robert ..

True

False

D
D
D
D

D
0
0
D

1. has climbed twenty buildings around the world.
2. normally uses no special equipment during a climb.
3. has never been arrested.
4. broke a world record.

c
1. Would you risk your life for a sport?
b. put yourself in danger
a. pay money

c. quit your job

2. As he climbs, one wrong move could be fatal.
a. deadly
b. uncertain

c. difficult

3. Most people use safety precautions.
a. insurance policies b. special equipment to prevent accidents
c. official permits
4. His goal is to overcome his fear.
a. understand
b. ignore

D

a
140

c. beat

Get together with a partner and explain ...
•

in detail who Alain Robert is, how he climbs, and why he does
it. Use your own words.

•

how you feel about Alain Robert. Do you admire him?
Why or why not?

Unit 12

climbing Tower
One at Suntec
City, Singapore.

Explain Important Qualities
A

II

Think about the people you learned about in this unit. What are the three
most important qualities necessary to be good at kung fu? How about
for an urban climber like Alain Robert? Select ideas from the list and then
explain them to a partner.
commitment to hard work
courage
determination

Read the short essay below by a student about her experience
on a debate team. What does it take to be good at this activity?
Complete the chart and then check your answers with a partner. You will
complete a writing task on the next page.
What it takes to be a good debater
What you have to do

Reason

prepare by doing research

so you can debate the
issue from all sides

Qualities needed

I commitment to hard
I

I work

Notice the words in bold. The writer
The most important thing a good debater can do is prepare.
uses these to introduce and transition
Every debate focuses on a particular issue. In one debate I was in
from one idea to the next.
recently, we argued the pros and cons of playing video games .
Whatever the issue. you must be ready to discuss it from your point of view and to respond to challenges
from your opponents. Good debaters research the issue and study for hours before the debate so that
they are ready. It's a lot of work and takes real commitment, but if you want to win you have to do it.
A good debater should also be able to speak persuasively. In addition to researching the issue,
you must also be able to present and defend your ideas confidently and in a convincing way. This will
score points for your team. Getting used to doing this in front of an audience takes a lot of practice-and
courage. Good debaters are constantly working .tďż˝ perfect this skill.
Finally, a good debater stays focused even when things are difficult. During a debate, an opponent
might say something unexpected or ask some hard questions. Some people get nervous when this
happens, and this can cause a team to lose points. A good debater, though, stays calm and can think
fast. Like speaking persuasively, this takes a lot of practice.

What's Your Game?

141

Read the Writing Strategy. Then do the following:

C

1. Think of an activity that you enjoy now or played in the past. What do you have to do to be good at it? Why?
Outline two or three ideas. Use the chart in Exercise B as a model.
2. Use your outline to write your short essay. You will have forty-five minutes to do this.Remember to save five
minutes at the end to review your work.

Writing
Strategy

Pacing Yourself On many standardized
English exams, test takers are often asked
to write a timed essay in which they must
give an opinion.Assuming that you have twenty-five minutes
total, remember to pace yourself and allow time for ...
• organizing and outlining your essay (about five minutes)
• writing the essay (about thirty-five minutes)
• checking your work (about five minutes)

D

When time is up, exchange papers with a
partner. Read your partner's writing and
answer the questions in the Writing Checklist.

A

In the writing activity, you created an
outline that described what you have
to do to be good at an activity. You are
going to use that outline to give a short
(one- or two-minute) presentation. Do
the following:
1. Read the Speaking Strategy.
2. Review your outline and, on your own,
practice giving your presentation a
few times.

B

;&I

Get into a group of three or four people
and do the following:

Does the essay ...
•

identify the activity clearly?

•

explain what you have to do to be good at it?

•

identify which qualities are necessary?

Speaking from an Outline
Getting Started: Preview the Topic I'm on
the debate team at my school, and today I'd
like to talk about what it takes to be a good debater.
During the Presentation
Use transition words (like those in the essay on page 141) to
help your audience follow you.
Do not just read from your outline; remember to look up at
your audience periodically.
Try not to speak too fast, but be sure to pace yourself: you
have two minutes total.
Closing: Summarize and Take Questions
So, in conclusion, I think you have to do three important things
to be a good debater. . . .
Thanks for your attention. Any questions?

Speaking
Strategy

1. One person should give his or her presentation. It should last one or two minutes.
2. Those listening should take notes on a separate piece of paper using a chart like the one on page 141.
3. At the end of the person's presentation, those listening should review their notes and each person should ask
the presenter one question.
4. Repeat steps 1-3 until everyone has presented.

142

Unit 12

,

.

A

u

.-.
'

No pain, no gain.
You've got what it takes.
It's not whether you win or lose; it's how you play the game.
Practice makes perfect.
There's no I in team.
If at first you don' t succeed, try, try again.
Run your own race.
1. What do you think each saying means?
2. Do you have a similar saying in your language? If so, what is it?
3. Do you agree with each saying? Why or why not?
4. Which of the sayings do you like the most and why?

B

a&&

•

C

Choose one of the situations below. With a partner, create
a two-minute role-play in which you use at least one of the
expressions from Exercise A. Then do your role-play for
another pair.
•

You and a friend decided to take a yoga class together to
get in shape. You thought the exercises would be easy, but
after two weeks, you' re still having a hard time getting used
to them. You're feeling discouraged and are thinking about
dropping the class.

•

You applied for an internship with a video game company.
You went on several interviews and everything went well, but the company chose someone
else. You recently learned that a new position is available, but you're not sure whether to apply.

•

You're working on a group project with two other people in your class. One of the people on the team
is obsessed with perfection and insists on everything being done his/her way. It's driving you crazy and is
making it hard for you to get motivated to do any work.

Switch roles and repeat Exercise B, this time using a new scenario .

Rate how well you can do the following tasks on a scale of 1-5
(5 being the best).
____ use reported speech to explain what someone else said
____ evaluate the relationship between activities and personal qualities
____ pace yourself as you write a timed essay
____ use an outline to support a presentation or essay
What's Your Game?

Rising and Falling Intonation

O

Intonation describes the changes in pitch in spoken language. Generally, the pitch of a sentence or group of
words rises or falls. The intonation tells you what kind of sentence you are hearing.
Below are the most common uses of rising intonation. Listen carefully to the pitch in each example.
Note that it rises at the end of the sentence because the emphasis is on the information in the question.
• Yes-no questions with question word order:
• May I have a glass of milk?

• Yes-no questions with statement word order:
• The movie starts at noon?
• The bus station is on the corner?

• Will you help me with my chores?

Below are the most common uses of falling intonation. Listen carefully to the pitch in each example. Note
that it falls at the end of the sentence. In a statement, this indicates that the sentence has ended. In wh­
questions, the pitch is high at the beginning to emphasize the wh- word and falls at the end.
•

Declarative statements:
• The snow is gone.
• The bowl is full.

•

Wh- questions:
• What was that noise?
• When is the movie?

Practice
A

O

Read and listen to each sentence. Decide if the intonation is rising or falling. Then write rising or
falling on the line.
1. You are still hungry after all that pizza?
2. Where are the car keys?
3. Do we have homework for English class tonight?
4. Everyone was late for dinner.
5. Do you think that painting is beautiful?
6. Are there any rooms left at the hotel?
7. The ball went over the fence.
8. Who was at the door?

B

Write three sentences of your own with rising or falling intonation. Indicate which intonation your
sentence has.
1.
2.

3.

144

Pronunciation

Stress Changes with Prefixes and Suffixes

O

In English, adding prefixes and suffixes to words does not usually cause a change in stress. Here are
some examples.
different

indifferent

differently

important

unimportant

importantly

disarm

disarming

However, in some cases, adding a particular suffix will cause a shift in the syllable that is stressed.
Qifture

picturesque

Practice
A

0

Listen to each word pair below. Mark the stressed syllable in each word to compare stress. The first
one is done for you.
1.
2.
3.
4.
5.
6.

Now, review the stressed syllables in each word pair. Which ones changed? Which ones did not?
Write a rule about which suffixes cause a stress shift.

Pronunciation

145

Heteronyms and Stress Shift

O

Words with the same spelling are called homographs. A subset of homographs are heteronyms: words that
are spelled the same, but are a different part of speech and are often pronounced differently.
Word
project

(I

Definition
A task or work that one plans to do

II Part of speech J Stress
I noun
I verb

To predict

project

PROject

proJECT

You can often differentiate between heteronyms by identifying their part of speech. For most two-syllable
heteronyms, the noun has the stress on the first syllable, while the verb has the stress on the second.

'I

Definition

[ Part of speech

A collection of readings

I noun

digest

To take in or make use of, as in a meal

entrance

An opening through which to enter

I verb
I
noun

entrance

To fill with wonder

Word
digest

I verb

1

Stress

'Digest
; diGEST
i ENtrance
enTRANCE

Note that you cannot apply this rule to all heteronyms. For example, the verb and noun respect I respect
are pronounced the same. Also, some heteronyms have only one syllable, such as the noun and verb row
(ROW) I row (ROH). Lastly, a few heteronyms, such as invalid I invalid, have more than two syllables.

Practice
A

O

For each form of the heteronym, write the part of speech and show which syllable is stressed. The
first one is done for you. Then listen to confirm your answers.

1. The police arrested the suspect late last night.
2. I suspect that dinner is going to be late tonight.
3. You will only compound the problem if you try to fix the
sink yourself.
4. The scientist invented a new compound that might help
prevent allergies.
5. We analyzed all the data from the latest survey.
6. From the top of the mountain, I was able to survey the land
for miles around.
7. The lawyer did not object to the final ruling.

I

I

II
I

8. The object in the sky last night was an airplane.

11 . His conduct during the meeting was upsetting to everyone.
12. Our director will conduct the orchestra durinq the festival.

146

Pronunciation

noun

I suspect

I

I

I
I

I

I

9. My roommate will not permit me to use her computer.
10. If we want to go fishing, we will need a permit.

Stress

Part of speech

Heteronym pair

I

I

I

I
'

Linking Sounds

O

In spoken English, sounds in consecutive words are linked when the final consonant in one word is
followed by an initial vowel in the next word.
• I've already ma?e my bed.
• The dog frack�d.mud al!..Qver the kitchen.
They are also linked when the final consonant in one word is followed by the same initial consonant
in the next.word.
• His shiruore when he did a flip.
• I ma�nner last night.

There was music everywhere at the fair.
The bell rings at the end of each class.
Jamie said he was sorry for calling so late.
The sun rises each morning at 5:00 a.m.
Mary didn't have enough energy to finish raking the leaves.
Tina left the shower running this morning.
She thought the painting was outstanding.
When we got to the zoo, the lions were being fed.
My sister invited me to come, too.
Everyone thought the play was sort of funny.

Pronunciation

14 7

Typical Stress Patterns in Three-Syllable Words

O

In English, many three-syllable words follow regular stress patterns. Listen to the pronunciation of these words,
noting the rhythm of each pattern. (3 = the strongest stress; 1 = the weakest stress)

3-1-1 (stress on first syllable) 1-3-1 (stress on
second syllable)

benefit

congested

terrible

I inspection
!

! 3-1-2 (stress on first syllable with
minor stress on third syllable)
! simplify

J

manifest

Practice
A

O

148

Listen to and then repeat aloud each three-syllable word. Then write the stress pattern you hear. You
may want to mark the words as you listen and speak. The first one is done for you.
1

magnify

I 3-1-2

2.

beloved

I

3.

genuine

4.

telephone

5.

audience

6.

penetrate

7.

specify

8.

bicycle

9.

operate

10.

manager

11 .

direction

12.

excellent

13.

triangle

14.

fortunate

15.

another

Pronunciation

I
I
I

I
I

I

I

I
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Intonation Patterns and Relative Clauses

O

Many English sentences can be divided into chunks with internal intonation patterns. Some relative clauses
provide additional, but not crucial, information about a noun or noun phrase. This type of clause is often
signaled by the words who, whom, whose, or which. It is also separated from the main part of the sentence by
commas to indicate a slight pause and has its own rising and falling intonation curve. In this case, the speaker
mentions that the visiting sister is from Rio, but that detail is merely informative, not critical.

My sister/ who lives in Rio/ is coming to visit.
Other relative clauses provide important information about the noun or noun phrase. Without this information.
the meaning of the sentence might be unclear. The intonation in this case does not fall after "My sister," but
stays the same for the whole chunk, including the defining relative clause. In this case, the speaker must have
more than one sister; the intonation and punctuation clarify which sister is visiting.

My sister who lives in Rio/ is coming to visit.
Listen to the difference between these two sentences.
â&#x20AC;˘

The shoes/ which I bought yesterday,/ are the wrong color.

â&#x20AC;˘ The shoes that I bought yesterday/ are the wrong color.

Practice

A Read each sentence aloud. Which segments have their own intonation curves?

O

Separate each sentence into segments with a slash (/). Then listen to check your work.
Revise your answers as necessary.

1. Barry taught the puppy that he adopted to sit.
Carol taught the toddler, whom she babysits, several new words.
2. The rake, which I loaned to my neighbor, broke.
The tool that I borrowed from my father is missing.
3. Susan's new dress, which is red, is very pretty.
The new coat that Hannah bought is beautiful.

4. Marco, who doesn't care about clothes, wears whatever fits.
The woman who just walked by wears the coolest styles.
5. That boutique, which just opened last month, has high prices.
The mall that opened recently is close to my house.
6. Cats that love water are very rare.
Cats, who don't like water. are no fun to bathe.

Pronunciation

149

Reduction in Perfect Modals

O

Reduction describes the process in spoken language when sounds are shortened and, often, changed slightly.
Reduction occurs only in spoken language, not in formal writing (though you may sometimes see it written. for
example, in dialogues).
Perfect modals in English include must I should I would I could+ have + the past participle of a verb.
When spoken, the h in have is usually dropped and the vowel sound is reduced to the schwa sound or eh.
•

You must have left the gate unlocked; that is how the dog got out. ("mustehv," not "must have")

•

We should have arrived earlier. ("shouldehv," not "should have")

•

She could have gotten an A on the test if she had studied harder. ("couldehv," not "could have")

•

If I had known you were going, I would have attended the party, too. ("wouldehv," not "would have")

TIP In very informal spoken English, perfect medals are often reduced even further

_... to: musteh, woulddeh, coulddeh, and shoulddeh.

Note that when must have is not followed by a past participle, it does not get
reduced. For example: Bella said that she must have a new dress for the dance.
Practice
A

O

Say each sentence aloud, and then listen to the audio recording to check your pronunciation. Then
say each sentence aloud again.
1. Jane would have gone to the movies with us, but she had to work.
2. I could have ordered pizza for lunch, but had a salad instead.
3. It must have snowed two feet last night!
4. I could have done my report on climate change, but someone else chose it first.
5. Juan thought he had his wallet with him, but he must have left it at home.
6. I'm so sorry; I should have remembered your birthday!
7. Pamela would have had ice cream, but there wasn't any.
8. I sent the package, but it must have been lost in the mail.
9. Danny did everything he could have done to win the contest.
10. Callie should have called Petra last night, but she came home too late.

150

Pronunciation

Thought Groups

O

In spoken English, longer sentences can be divided into chunks, called thought groups. A thought group
usually contains a major element, such as a prepositional phrase. a noun phrase. or a subject I verb. Also, it is
signaled by a slight pause before and after it. Lastly, a thought group is just what its name implies: a phrase
that coherently expresses a thought. Fluent speakers of English pace their speech to mark thought groups,
which can in turn aid comprehension, add nuance, or emphasize or deemphasize certain details. Note: there is
often more than one way to divide a sentence into thought groups.
Here are some examples of thought groups within longer sentences. The groups are separated by a slash(/).
•

Scientists I are doing tests I to determine how humans decide I right from wrong.

•

There are special areas I of the brain I that might control moral behavior.

•

These areas I are associated with emotion I and what we call social cognition.

Practice

A

O

Read each sentence aloud and separate the thought groups with a slash(/). Then listen to check your
work. Revise your answers as necessary.
1. The sun was shining this morning, but then it started to rain.
2. Perry got up late and missed his train.
3. I hope to have my project done by the end of this week.
4. Everyone really enjoyed the movie yesterday.
5. By the end of the year, we should have finished redoing the spare bedroom.
6. The price of the washing machine was less than I remembered.
7. It was cold out, but I took the dog for a walk anyway.
8. The student won an award for her environmental work.
9. Susan sat by the phone, waiting to hear if she got the job.
10. Why didn't you come to the party last night?

Pronunciation

151

Unit 1
adapt to change your ideas or behavior to suit a
different situation adaptation (n.) adaptive (adj.)
ambitious needing exceptional effort and: resources
to be carried out successfully ambitiously (adv.)
ambition (n.)
archaeologist a scientist who studies people
and societies of the past archaeology (n.)
archaeological (adj.)
average the normal amount or quality for a group of
things or people (to) average (v., adj.)
buried under the ground and covered with earth to
bury (v.) burial (n.)
come up with to suggest or think of an idea or plan
defeat to win a victory over someone in a battle or
game defeat (n.)
determine to find out or to confirm
certain information determination (n.)
indeterminate (adj.)
generation the period of time (about 30 years) it takes
for children to grow up and have their own families

generational (adj.)
genetics the study of how certain characteristics
(e.g., eye, hair, and skin color) are passed from
one generation to the next by our genes gene (n.)

genetic (adj.)
identical exactly the same identically (adv.)
invading entering a country by force with an army
invader (n.) invasion (n.)
persuade to cause someone to do something by
giving good reasons for doing it persuasive (adj.)
preserve to save or protect something for the future
preservation (n.)
set out to start trying to do something
statistics numerical facts that are gathered
through analyzing information statistically (adv.)
statistical (adj.)
trait a particular characteristic a person has
typical showing the most usual characteristics of a
person or thing typically (adv.)
152

Language Summary

Unit 2
accessible easy to reach or get into (to) access (v., n.)
Âˇ accessibility (n.)
adventurous willing to take risks and have new
experiences adventure (n.)
atmosphere the character or feeling of a place
atmospheric (adj.)
breathtaking very beautiful or amazing
breathless (adj.)
charm the quality of being pleasant and attractive to
charm (v.) charming (adj.)
convenience ease; suitability convenient (adj.)
inconvenient (adj.)
destination the place you're going to (n)
diverse varied or different diversity (n.)
end up to arrive at a place or condition
get away to go away on vacation getaway (n.)
landmark well-known building or place
luxurious comfortable and expensive luxury (n.)
deluxe (adj.)
outsider a stranger
particular someone difficult to please
perspective point of view
picturesque attractive, especially in an old-fashioned
way picture (n.)
remote far away remotely (adv.)
rush to go rapidly rush hour (n.)
solitude the state of being or living alone solo (n.)
solitary (adj.)
spontaneous coming from an impulse;
unplanned spontaneously (adv.) spontaneity (n.)
spot place; location
timid someone who lacks confidence; shy
tranquil calm and peaceful tranquility (n.)
tranquilizer (n.)

contribute to be one of the causes of something
contribution (n.) contributor (n.)

audience a group of people watching a performance
auditorium (n.)

convert to change conversion (n.)

audition a short performance given by a person to
demonstrate suitability for a show to audition (v.)

cut back on to reduce the amount of something
cutback (n.)
cut down to decrease
eliminate to remove something entirely elimination (n.)
entire the whole of something entirely (adv.)
generate to make or produce
give up to quit doing something; to renounce
impact a strong effect to impact (v.)
injustice a lack of fairness in a situation
justice (n.)
pollute to contaminate pollution (n.) polluter (n.)
unpolluted (adj.)
prevent to keep from happening prevention (n.)
produce to generate producer (n.) production (n.)
project to predict

benefit a social event to raise funds for a person or
cause to benefit (v.) benefactor (n.)
charity an organization that helps people in need
charitable (adj.)
commercial related to the buying and selling of
goods and services commercially (adv.)
commerce (n.)
convince to persuade someone (to do something)
demo a brief recording illustrating the abilities of a
mus1oan
emerge to come out and be recognized or noticed
encounter to meet encounter (n.)
enthusiasm a feeling of energetic interest in
something enthusiast (n.) enthusiastic (adj.)

reduce to make smaller in amount or number
reduction (n.)

fund-raising a way for schools and other organizations
to raise money for a particular purpose to fundÂ­
raise (v.) fund-raiser (n.)

rely on to depend on or use reliable (adj.)
unreliable (adj.)

hardcore very committed (to something)

residents the people who live in a certain place
(a house, neighborhood, city, country) to reside (v.)
residential (adj.)
reverse to cause something to move in the opposite
direction reversal (n.) irreversible (adj.)
roadblock a situation or condition that prevents
further progress; an obstacle
run out to use something (up) completely
source the origin or starting place of something
supply to give an amount; provide supplier (n.)
supplies (n.)
sustainable long-lasting or good for the
environment to sustain (v.) sustainability (n.)
unsustainable (adj.)

inspire encouraged (by) or motivated (by)
inspiration (n.) inspirational (adj.)
launch to start launch (n.)
logo a special design used by a company
or group
mainstream most typical or conventional
performance singing, dancing, or acting for an
audience to perform (v.) performer (n.)
promote to encourage the popularity or sales of
something promoter (n.) promotional (adj.)
realize to understand something, sometimes suddenly
realization (n.)

transmit send from one place to another place
transmission (n.)

Language Summary

153

Unit 5

Unit 6

altitude height off the ground

adventurous willing to take risks and have new
experiences adventure (n.)

catch (someone) off guard to be surprised by
someone or something
client someone who pays a person or company for a
service; a customer
collapse to fall down suddenly collapse (n.)
collapsible (adj.)

freak out to lose control and behave in an extremely
emotional or excited way

deal something good you buy, usually for a low price

freeze to be unable to move or think
handle to deal with a problem or situation successfully
to mishandle (v.)
injure to damage a part of a person's body injury (n.)
intense very great or extreme intensely (adv.)
intensity (n.)
monitor to follow or check something regularly
ordeal a very difficult. stressful situation
panic to feel very anxious or afraid all of a sudden
panic (n.) panicky (adj.)
rescue to save someone from a dangerous situation
rescuer (n.)
risk taker an adventurous person. unafraid of taking
chances risk (v.) risky (adv.) dangerous
rival a person you compete with rivalry (n.) (to) rival
(v.. adj.)
set off (for a place): to start a trip
soak in to look at or enjoy a place as much as you can
summit top
trapped unable to escape from a place or situation
because something is stopping you (to) trap (v., n.)

daring ready to take risks; adventurous to dare (v.)
dependable reliable
discount a reduction in the usual price of something
(to) discount (v.. adj.)
fake not real (to) fake (v., n.)
fashion-conscious someone interested in the latest
trends, whatever the cost fashionista (n.)
goods products you buy
imitator someone who copies what someone else
does to imitate (v.) imitation (n.)
outgoing friendly and sociable
practical someone inclined toward useful and
functional things impractical (adj.)
purchase to buy something purchase (n.)
quality how good or bad something is
recommend to suggest to someone that a
thing or person would be good or useful
recommendation (n.)
rip off something overpriced to rip off (v.)
self-confident someone who trusts in his I her own
abilities self-confidence (n.)
serious someone who gives a lot of importance to
things seriously (adv.) seriousness (n.)
sophisticated someone cultivated and elegant
sophistication (n.)
(be) worth it to be expensive because its quality is
good worthless (adj.) worthy (adj.)

154

Language Summary

Unit 7
availability the fact that something can be used or
reached available (adj.) unavailable (adj.)
bottom line the total amount of money a
company has made or lost over a time

commute the daily journey you make between your
home and place of work or school to commute (v.)
commuter (n.)
cramped not big enough for the number of people or
things in it to cramp (v.)
delay when you have to wait longer than expected for
something to happen to delay (v.)
fit in to feel that you belong to a particular group and
are accepted by them misfit (n.)
get in arrive
keep in mind to remember something important
(often given as a warning/advice)

option something you can choose from a group of
alternatives to opt (v.) optional (adj.)
overwhelming difficult to fight against
perfect match two things that go successfully together
pull in/pt.i_ll out arrive/depart (especially used for
vehicles such as trains, trucks, and cars)

punctual on time; not late punctuality (n.)
reliable trusted to work or behave well to rely on (v.)
unreliable (adj.)
rush hour the times of day when most people are
traveling to and from work

tend likely to behave in a particular way tendency (n.)
transfer to go or move something from one place to
another

Unit 8
anonymous made or done by a person whose name is
not known anonymously (adv.) anonymity (n.)
big deal something important
consequences results or effects (of an action)
criticize to express disapproval by saying what's wrong
with something critic (n.) criticism (n.)
damage to harm something
discipline self-control; an action taken to correct
inappropriate behavior to discipline (v.)
disruptive causing trouble and stopping something from
continuing as usual to disrupt (v.) disruption (n.)
get away with to do something wrong or risky and
not suffer any consequences

get into trouble to be in a position where you will be
punished for something

get suspended temporarily not allowed to go to
school or class because you've done something
wrong

suspension (n.)

goofy silly or ridiculous
illegal not allowed by law illegally (adv.) legal (adj.)
incident an event
invasion of privacy when your private life is disturbed in
an unpleasant way to invade (v.) invader (n.)
private only for one person or group; not for
everyone privately (adv.) privacy (n.)
punish to take action against someone for
inappropriate behavior punishment (n.)
regulation an official rule (e.g., made by a government or
school) to regulate (v.)
remove (a video) to delete or eliminate; removal (n.)
reputation the opinion that people have about
someone or something; how much they respect or
admire it

reputable (adj.)

respectful to be polite and well-behaved towards
someone (in authority) (to) respect (v., n.) (to)
disrespect (v., n.)
responsibility something that is your job or duty to
deal with responsibly (adv.) responsible (adj.)
restriction a limit on something to restrict (v.)
show up to appear
surveillance the careful watching of someone,
especially by the police

Unit 9
alert a warning, an alarm (to) alert (v., adj.)
attack to try to hurt someone with physical violence
attack (n.) attacker (n.)
capture to catch a person or animal and confine it
capture (n.) captive (adj.)
clone a genetic copy of an animal that has been
made in a lab, using the DNA of another animal

to clone (v.)
collar an item that an animal wears around its neck to
collar (v.)
cruel very mean or unkind cruelly (adv.) cruelty (n.)
domesticated raised by people for agricultural
purposes or living with people as household pets

domestication (n.) domestic (adj.)
endangered in danger of dying out completely to
endanger (v.)
evolve to slowly change and develop over time into a
different form evolution (n.) evolutionary (adj.)
hunt to chase and kill an animal, usually for food
hunt (n.) hunter (n.)
intercept to interrupt and stop something from
happening interception (n.)
pesticide chemicals put on plants to kill insects
species a class of plants or animals that have the same
characteristics

tag a device attached to someone or something that
sounds an alarm to tag (v.)
train to teach a person or animal how to do something
trainee (n.) trainer (n.)
treat to behave in a certain way toward someone to
mistreat (v.) treatment (n.)
wild free, untamed, not taken care of by people
wildly (adv.) wilderness (n.)

Unit 10
affect to influence or cause something to happen
appropriate the right or correct thing to do
appropriately (adv.) inappropriate (adj.)
change (your) mind to change your decision or
opinion about something

156

Language Summary

concentrate to pay close attention to something
concentration (n.)
eager to really want to do something eagerness (n.)
effect the result or change that one thing causes in a
second thing side effect (n.)
figure out to discover a solution to a problem
hesitate to not speak or act for a short time, usually
because you are uncertain about something

hesitation (n.)
impress to make someone admire you impression (n.)
impressive (adj.)
intuition a feeling that something is true even
when you have no proof of it intuitively (adv.)
intuitive (adj.)
keep (something) in mind to remember
make up your mind to decide to do something
mature to develop to mature (v.)
peer someone who is your own age
process to review and consider information in order to
understand it

,Âˇ

rational logical, reasonable rationalize (v.) rationally
(adv.) irrational (adj.)
react to respond or act in a certain way because of
something that has happened reaction (n.)
regret to feel very sorry about the outcome
of something regret (n.) regretful (adj.)
regrettable (adj.)
speak your mind tell others honestly how you feel

Unit 11
assess to judge or decide the quality or amount of
something assessment (n.)
batter to hit something with strong force
below freezing below the temperature at which a
liquid becomes solid to freeze (v.) freezing point (n.)
boiling hot very hot (to) boil (v., n.)
bounce back to recover
break down to stop working properly breakdown (n.)
break through to emerge breakthrough (n.)
call off to cancel
chill out to relax

coastline the boundary between land and sea
coast (n.) coastal (adj.)

storm out to leave a place noisily because you're angry

cold spell when the weather suddenly gets cold and
stays cold for a while cold (adj.)

think over to consider

come down to fall to the ground

take off to depart takeoff (n.)
tolerate to accept something that you may not like

tolerance (n.) tolerable (adj.)

come down with to get sick with a particular illness

turn down to refuse

consider to think about something carefully
consideration (n.)

Unit 12

cut off to disconnect cutoff (n., adj.)

achieve to succeed in doing something after a lot of
effort achievement (n.)

defend to protect someone or something against
attack defense (n.) defenseless (adj.)
die down to become less
erosion the gradual removal of rock and dirt by the
weather (wind, the sea, etc.) to erode (v.)
find out to discover

freeze up to become stuck; unable to move
frigid extremely cold
frostbite a medical condition resulting from
overexposure to freezing temperatures

give up to part with; to let go of
heat stro.ke a medical condition resulting from
overexposure to high temperatures

heatwave a period of unusually hot weather
hold off to delay, not happen immediately
ice cap a permanent covering of ice
intervene to become involved in a situation and try to
change it intervention (n.)
look after to keep someone healthy or safe
mild moderately warm
pick up to increase
postpone to delay (an event)
put off to postpone

adjustment a change to adjust (v.)
beat to defeat someone in a competition unbeatable
(adj.)

championship a competition to find the best player or
team in a particular sport champion (n.)
coach a person who trains others to play a sport to
coach (v.)
commitment dedication to doing something to
commit (v.)
defend to protect from harm or injury defense (n.)
get used to to become accustomed to something
handful a small amount of something
in shape fit, healthy out of shape (adj.)
interpreter a person who translates what someone
is saying into another language to interpret (v.) to
misinterpret (v.)
motivation a strong desire or willingness to do
something to motivate (v.) motivational (adj.)
NBA (National Basketball Association) the professional
basketball organization in North America

obsessed constantly thinking about something
obsession (n.)

put up with to tolerate

opponent your rival, especially in a game to
oppose (v.) opposition (n.)

recover to become well again recovery (n.)

physical education (PE) a school subject in which

refuse to decline something refusal (n.)
scattered showers irregular rain over an area
shrink to become smaller shrinkage (n.)
size up to assess
snow flurries brief, light snowfalls
step in to intervene

students exercise and play sports

recruit to choose and try to persuade someone
to work for your organization recruiter (n.)
recruitment (n.)
role model someone you admire and try to imitate
violence behavior that hurts, injures, or kills people
violently (adv.) violent (adj.)
Language Summary

157

Unit 1

Review of Past Tenses

simple past: Use for actions completed in the past at a specific
time (sometimes inferred). Use time expressions like a year ago,
earlier today, last summer, and the other day
past continuous: Use for ongoing past actions that may or may
not be completed. Use with the simple past to describe what was
going on when the action in the simple past occurred.

present perfect: Use for actions begun in the past and continuing
up to now and for actions in the past that relate to the present. Use
time expressions like lately, recently, up to now, during the last two
months, and this week.
present perfect continuous: Use to emphasize the length of an
event. In spoken English the verb to be is alm����!w�: a �tractio:
�
_

We graduated together.
He worked there for a year.

rl
I

I was working all day yesterday.

We were studying in college when we I
I
rented that apartment.
I've worked here for a year.
Have you ever studied Portuguese?
Recently, I've been working too much.

__J

.....?he's been waiting for an hour!_

• Use for(+ a period of time) and since(+ a specific point in time) with the perfect tenses to describe "time up to
now." Use for (but not since) with the simple past tense for a time period that has come to an end.
Unit 2

Last summer I went overseas to study English.
It was great to experience life in a small town.
�rst, ,t was too hard to commumcate m Engltsh.
t_Learning the language was essential.
I The small town is famous for skiing in the winter
and hiking in the summer.
I look forward to going back next year! -·------·

I

I

Unit 3

Review of Future forms

I'm going to take the TOEFL next Saturday.
I'm taking the TOEFL next Saturday.
By 2040, there are going to be over 8 billion people
predictions
on Earth.
� 2040, there will be over 8 billion people on_ Earth.
promises
� call you tonight after I get home. I won't forget.
Within ten years, Germany will be using less oil and more
ongoing future actions
renewable
sources.
--���������-"-definite plans

-����-

158

Grammar Summary

Unit 4
• Note that the chart below is list of common patterns and tendencies. You may hear or see other uses, but learning
these patterns will allow you to use infinitive complements in English correctly and naturally.

• Note that the presence or absence of the object defines the meaning of the sentence.
She expects for me to apply. (She thinks I will apply.)
She expects to apply. (She is planning to apply herself.)

Unit 5

Adverbial Clauses

Adverbial clauses explain when, why, where, or in what way something happened. Adverbial clauses begin with a
connecting word. When the clause starts a sentence, it is followed � ��
___ --------- -�
After the mine collapsed, the men were trapped.
Time: after, since, whenever, as soon
The men were trapped after the mine collapsed
as, until, while, before, when
' Because the mine collapsed, the men were trapped.
Reason: because, since
f Ev�ugh it was hard, they survived for weeks.
Contrast: although, (even) th�ugh
They closed the mine so (that) an accident doesn't happen again
Purpose: so (that)
Before, after, during, since, and until can
Before the collapse, the �en heard a sound.
During the collapse, one man was injured.
also be followed by a noun phrase.

1

__,_ -

- ----------------------J

Grammar Summary

159

Unit 6

----- ---··---Adjective Clauses with Subject--------------Relative Pronouns
-�
who = for people
• People who visit Dubai during the
shopping festival
can
get some great---------l
deals.
�-�which= for things
• The festival, which gets over three million
.

visitors, lasts several weeks.
1
_ _e_s_----1
-• Nadia is s�eo-;:;��..
that = for people and things
- t�ha- _ t _ s_pe_ n_ d_ _s-a- lo_t_o_n _ c-lo_th
e
It's
a
festival
that
takes
place
every
year.
-·� --• It's a shop that sells discount electronics.
subject-verb agreement
They're -�hops that� designer:_h�d_ _bag.s·---...,j
_ _
Adjective clauses give more information about a noun and begin with a relative
pronoun (who, which, that).
In 8, the adjective clause gives necessary information about the subject. It completes
the meaning of the sentence.
In 9, the adjective clause gives extra information about the subject. You don't need it to
complete the meaning of the sentence. l��_separate�!rom th_! main clause b¥_�om�s::....__

L•

• When an adjective clause gives extra information, that cannot be used:
The festival, #tat which gets over three million visitors ...
• Don't repeat the subject after the relative pronoun:
He's a person who he spends a lot on clothes.

• In everyday spoken English. that is used much more often than which to describe things.
Did you buy the jacket that was on sale?

Unit 7

...

Comparative Forni_�

...

. ..

.J

equal to
less than
more than
-·
Taking a taxi is faster and I The subways are less
Adjectives
During rush hour, walking
more reliable than taking I reliable than they used to is as fast as taking
the subway.
be. They are not as nice
the bus.
were.
as
they
one
:
-Adverbs
The trains run faster and • The trains run less
The old trains run
more frequently t
frequently on weekends l as smoothly as the
the bus.
_ ;_+than they do on weekdays. new ones.
After I quit, I had more
Noncount
As a new parent, I have
I spend as much time
nouns
less time than I used to.
time than I used to.
working as (I did) before.
Count nouns I The local train makes
The express train makes
The Blue Line has as many
more stops than the
fewer stops than the
riders as it did last year.
express (does).
local (does).
Irregular forms: good 7_be_!ter, bad 7 worse, f�7 furt_h_e_r ------�·

I

.L

• We don't usually use less with one-syllable adjectives. We use not as . ..as instead.
The bus is fess fast thafl the traifl.
The bus is not as fast as the train.

160

Grammar Summary

I

•

Here is an additional summary of comparative forms for review.

----- -

I
I

Single-syllable adjectives add -er (or just). If the adjective ends in a
single vowel and a consonant, double the final consonant.

�

Two-syllable adjectives ending in -y, -le, and -ly usually take -er.

I Some adjectives can have two comparative forms.

Other adjectives with two syllables and adjectives with more than
two syllables usual!y take more.

Use past modals with past participles to assess real or imaginary past actions.

I Disbelief I impossibility
I Possibility
I

Logical conclusion

Regret over an action
I that wasn't taken

Regret over an action
that was taken
1

•

or can't have

Jen: Stell�ouldn-;th�een texting. She lost her cell phone recently.

Tom: She might have2 borrowed a h'i�d's phone to do it.

-

Amy: I heard she was texting her mother. It must have been something
- important.
-- --Ed: Even so, she should have waited until after class to send a text.
Mina: I agree. She shouldn't have disrupted the class.
_ 2 or

--- -- --

could have or may have

______.......,____________ _______
,

__,_-...;

Note that while mustn't have is used in the context of a logical conclusion, the present/future mustn't is used

to prohibit someone from doing something.

You mustn't have parked on this street-I don't see you car anywhere. (logical conclusion)
You mustn't park here because of street cleaning. (prohibition)

• As you see in the chart, could have is used with possibility. It can also be used in another, more subtle context:
a possibility that was not acted on (a missed opportunity).
Mina was late for class. She could have over.slept. (It's possible the reason she was late is that she overslept;
we don't know for sure).
Mina was late for class. She could have asked me for a ride. (Mina had the option to ask for a ride, but she
didn' t, so she was late.)

Grammar Summary

161

Unit 9

simple present

simple past

present perfect

Review of Passive Voice

The animals are kept in tiny cages. It's cruel.

�����-��-����-.

-1--------9·

present continuous
I! past
continuous

1 5,000 years ago.

Dogs

trained to do police and rescue work.
cared for by a volunteer at the

They

The lost cat is I was
animal shelter.

to its owner tomorrow.
be
Parrots can be taught to communicate with humans.
with modals
Dogs should
on a leash.
t O Forming the passive: Use a for,:;;fbe + the past participle. W�h-m_o_d_al_ s-: m-o-d;i" + be
past participle
8 To show who does the action, use by+ noun: The lost cat was found by a neighbor.
If it's clear who does the action, or if it's not important, don't use by+ noun: Parrots can
be taught to speak.
O You might use the passive if:
• It's obvious who did something or the doer of the action is a general group of people:
Parrots can be taught to speak. (We know humans are the ones teaching.)
• The action is more important than who does it: The boy was bitten by a sP..i. �de
_ -r.___
I

simple future

The cat

:-"'l

•

I

Remember, when you change a sentence from active voice to passive voice, the pronoun
changes from an object pronoun to a subject pronoun.
My friends gave me a puppy for my birthday
I was given a puppy for my birthday

Unit 10

1. With possible (real) future events

if clause

If I do that,

The
- Conditional

· With imaginary (unreal) present situations
--�
result clause
result clause
if clause
, If you had a
I'll have enough
you would have
scholarship,
money
enough money,

-1

O This form of the conditional is used to make predictions and talk about possible future events.
The verb in the if clause is in the simple present. In the result clause, the verb is in the simple future.
I

8 This form of the conditional is used to talk about imaginary present events. The information in the
if clause is not true right now. The result clause describes an imagined result.
The verb in the if clause is in the simple past. In the result clause, would(n't) + verb is used.
Note: be - were for all subjects in the if clause: If I I you I he� the teacher ..

�����-�-'

162

Grammar Summary

Unit 11
'

I

Phrasal Verbs

-�
...

-

A phrasal verb is a verb+ preposition/particle. Some phrasal verbs are "separable;" the verb can be
"separated" fro m the preposition/particle by an object (noun or a pronoun). Notice the placement
of the pronoun in the separable verbs. Phrasal verbs have different meaninqs than the base verb on
rSome phrasal verbs have
its own, as y ou will see in Activity A.
J
Without an object three words. They are always
, With an object
inseparable: How much longer
; She gave up her job. I She gave her job up.
She bounced back
separable
do we have to put up with
(recovered) from
rain? I Every winter I come
this
I She gave up i.1- I She gave i1 up.
her illness.
down with a cold.
-....
Other examples: put off, size up, think over
on
off
took
plane
The
�
She looked after her colleagues.
inseparable
a dangerous mission.

---------

-

The doctor looked after them.

--- - ----

Other examples: die down,

pick up, step in

Other examples: find out, put up with

-

•

-- -

-

Phrasal verbs, like regular verbs can have more than one meaning. Some phrasal verbs can be used both transitively
and intransitively.

take off
The plane eventually took off. (It left the ground.)
Her career is really taking off. (It's going well.)
He won't take his hat off. (He won't remove it.)
I took three weeks off last summer. (I had a vacation.)

Unit 12

-----·--------,::===================::=::=======-:r----·
Notice! Some verbs (convince, remind,
1 tel/) can follow more than one pattern.
....
Use reported speech to explain what someone else has said. The verb tense, certain time words
(such as now, last week), and pronouns can shift in reported speech.

Text Credits
Readings from the following units were adapted from National Geographic.

Unit 1 Adapted from Searching for Cleopatra by various, National Geographic Extreme Explorer, January/February 2011. Unit 2 Adapted from
Traveling Troubadour by Keith Bellows, Nacional Geoyraphk Traveler, Mdrl.h 2011. Unit 3 Adapted from Plugging into che Sun by George Johnson,
National Geographic Magazine, September 2009. Unit 4 Adapted from Hip-Hop Planet by James McBride, National Geographic Magazine, April 2007
Unit 7 Adapted from Changing America by Joel L. Swerdlow, National Geographic Magazine. September 2001 Unit 9 Adapted from Orphans No
More by Charles Siebert, National Geographic Online. September 2011. Unit 10 Adapted from Beautiful Brains by David Dobbs, National Geographic
Magazine. October 2011. Unit 12 Adapted from Battle for the Soul of Kung Fu by Peter Gwin. National Geographic Magazine. March 2011.

166

Credits

.

NATIONAL
GEOGRAPHIC
LEARNING

CENGAGE
Learning-

National Geographic Learning, a part of (engage Learning, publishes materials for
EFL/ESL, reading and writing, science, social studies, and assessment, spanning
early childhood through adult. Visit ngl.cenpge.com